The study investigated the relationship between physical violence and academic performance of girls in secondary schools in Namayumba Town Council. The research employed a mixed-methods design, integrating quantitative and qualitative data collection approaches. A sample of 303 respondents was selected from a target population of 1,293, comprising female students, school principals, guidance counsellors, and teachers. Data collection utilized questionnaires and interviews, with stratified random sampling applied for students and teachers, and purposive sampling for principals and counsellors. Findings revealed a significant negative relationship between physical violence exposure and academic performance among female students. Forms of physical violence including corporal punishment, peer violence, intimate partner violence, and domestic violence were significantly associated with poor academic outcomes manifested through low grades, absenteeism, concentration difficulties, and school dropout. The study found that 68.4% of female students had experienced some form of physical violence, with corporal punishment being most prevalent at 52.7%, followed by peer violence at 38.5%. Girls who experienced frequent physical violence scored on average 23.6% lower on academic assessments compared to those who experienced no violence. Psychological effects including anxiety, fear, depression, and low self-esteem mediated the relationship between violence and academic performance. The study concluded that physical violence constituted a significant barrier to girls' educational achievement in Namayumba secondary schools. Recommendations included implementing comprehensive anti-violence policies, establishing reporting and response mechanisms, providing psychosocial support services, training teachers in positive discipline alternatives, and strengthening community engagement in violence prevention.