Purpose: Children's enjoyment of school (ES) and academic performance (AP) are two important factors of educational success. This study investigated the mechanism of the effect of school-home communication (SHC) on ES and AP, testing the mediating roles of caregiver participation in school activities (CPSA), interactive learning (IL), and cultural learning (CL). Methods: We used a nationally representative sample of 4935 children (ages 6-12) from the 2019 National Household Education Surveys. We employed structural equation models (SEM) to analyze the direct and indirect pathways among SHC, ES, and AP. Results: Results showed that SHC positively predicted both ES and AP. CL partially mediated these associations, while IL only significantly mediated the association between SHC and ES. Discussion: These findings highlighted the importance of caregiver involvement, including bridging communication, direct school participation, and home-based enrichment. Implications include schools promoting structured communication systems and encouraging culturally responsive homework.