Purpose <p>Child abuse and neglect (CAN) is associated with academic achievement in China. It is unclear how family factors and individual factors underlie this association. Based on the parental acceptance-rejection theory (PAR Theory), this study investigated the mediating roles of parental academic involvement and children’s learning engagement in the association between CAN and academic achievement among Chinese primary school students.</p> Methods <p>This study included 490 primary school students (266 girls, <i>M</i>_<i>age</i> = 8.77 ± 1.20 years old). The SPSS macro PROCESS program (Model 6) was utilized to determine whether multiple mediating effects exist.</p> Results <p>Results indicated that after controlling for children’s age, gender, and family monthly income, learning engagement mediated the relationship between CAN and academic achievement. Furthermore, parental academic involvement and children’s learning engagement sequentially mediated this association.</p> Conclusions <p>These findings highlighted the negative role of a disadvantaged family environment on children’s academic achievement and the importance of considering parental involvement and child learning engagement when exploring the association between CAN and academic achievement.</p>