The study examined the relationship between the provision of scholastic materials and students’ academic performance in public secondary schools in Isingiro District, Uganda. Globally, access to textbooks, writing tools, and supplementary learning resources is widely recognized as essential for student achievement, yet many schools, particularly in developing regions, face shortages of these resources. Using a correlational and descriptive survey design, data were collected from 295 respondents, including students, teachers, parents, Headteachers, and education officials. Quantitative data were analyzed using SPSS for descriptive and inferential statistics (means, frequencies, Pearson correlation, and regression), while qualitative data were thematically analyzed. Findings revealed strong parent–school engagement, with high levels of agreement on indicators of scholastic material provision (mean scores 3.86–4.07). Pearson correlation results indicated a very strong positive relationship between the provision of scholastic materials and students’ academic performance (r = 0.844, p < 0.001). Regression analysis further confirmed that a one-unit increase in the provision of scholastic materials resulted in a 0.65-unit improvement in students’ academic performance (β = 0.844, p < 0.001). The study concludes that adequate, accessible, and equitably distributed learning resources significantly enhance students’ preparedness, motivation, homework completion, and understanding, particularly in challenging subjects. Recommendations include prioritizing equitable provision of core and supplementary materials, fostering parental engagement, and ensuring effective monitoring of resource utilization to improve overall academic achievement