In this paper, Students' academic performance in government and aided secondary schools is examined in relation to social governance characteristics, including socioeconomic status, parental engagement, community participation, and school administration techniques. A total of 120 students were chosen at random using a stratified sampling procedure, and data were gathered in a systematic manner using a quantitative and descriptive study methodology. To investigate the interrelationships of the variables, the study used descriptive statistics in addition to inferential tests, such as independent sample t-tests. The results showed that kids' parents were somewhat involved and the community was not very involved, but that open school administration and student participation in decisions greatly enhanced children' academic performance. On top of that, gender did not play a bigger role in determining academic success than social governance variables, as there were no discernible disparities between the sexes. Schools, families, and communities all work together more effectively to improve students' academic performance, according to the research. It also stresses the need of legislative efforts to foster inclusive and participatory school administration. Assuring that schools operate as coherent settings that foster academic success and holistic development for all learners, strengthening such governance processes may lead to fair and lasting advances in student learning.