This service-learning project proposes a research-informed, positive parenting program tailored to the needs of Dedham Country Day School (DCD), a high-achieving K–8 independent school in Massachusetts. Informed by the school’s expressed concerns about rising parental anxiety, early student attrition, and the intensification of toxic achievement culture, the program applies principles from positive psychology—including strengths-based parenting, growth mindset theory, mindfulness, and the construct of mattering—to foster resilience and well-being among students and their families. Through a multi-component intervention model, the program equips parents with tools to reduce pressure, strengthen emotional bonds, and reframe success through a developmental lens. Drawing on recent empirical studies and best practices in family-school partnerships, the initiative supports DCD’s mission to provide holistic education while addressing the sociocultural and psychological challenges facing high-achieving communities. Evaluation strategies and implementation guidance are included to support ongoing adaptation and sustainability of the program.