This study examined the impact of social media usage on the academic performance of secondary school students in Bugweri District, Uganda. The primary objectives were to determine the reasons why students use social media, identify how it can be utilized as an educational tool, and explore the relationship between social media usage and academic performance. A total of 300 students were surveyed using structured questionnaires, and data were analyzed using multiple logistic regression models. The findings revealed that the most common reasons for social media usage were entertainment (32%), communication with peers (27%), and academic-related tasks (24%). Regression analysis indicated a significant negative relationship between excessive social media use for non-academic purposes and academic performance (p < 0.05), suggesting that students who engaged more in leisure activities on social media exhibited lower academic scores. In contrast, students who used social media for educational purposes, such as joining study groups or accessing learning materials, showed improved academic performance (p < 0.01). The study concluded that while social media holds potential as an educational tool, its unregulated use for non-educational activities negatively impacts students' academic performance. Additionally, parental supervision and socio-economic status were found to influence the effective use of social media for academic purposes. Students with higher parental involvement and better socio-economic status were more likely to use social media responsibly, leading to higher academic achievements. Based on these findings, the study recommends that schools incorporate digital literacy programs into their curricula to promote the responsible use of social media for academic purposes. Parents should also be encouraged to monitor and guide their children’s social media usage to ensure it supports their learning.