Abstract
This review article explores the relationship between parenting styles and personality development in adolescents with learning disabilities (LDs). Drawing on existing empirical literature, the paper discusses how specific types of learning disabilities such as dyslexia, dysgraphia, and dyscalculia uniquely impact emotional regulation, self-esteem, and social development. It further examines how parenting approaches (authoritative, authoritarian, permissive, and uninvolved) either mitigate or exacerbate these developmental outcomes. Cultural nuances, such as the findings from a Mumbai-based study, are also considered. The review concludes that authoritative parenting is generally associated with positive personality traits, but its effectiveness may vary across sociocultural contexts. Implications for educators, clinicians, and policymakers are discussed.