The study investigated the effect of social media on the academic performance of learners in secondary schools in Bugweri District, Uganda. The objectives of the study were to find out the reasons why students used social media, to determine how social media could be used as a platform for educational learning, and to establish the relationship between social media usage and academic performance. A mixed research design, combining both qualitative and quantitative approaches, was adopted to collect comprehensive data from 500 respondents drawn from five secondary schools in the district. Data were obtained through questionnaires and interviews and analyzed using multiple linear regression analysis. The results revealed that the most common reasons for social media use among students included communication with friends, entertainment, and information sharing, while only a small proportion used social media primarily for academic purposes. The regression results showed a significant positive relationship between educational use of social media and academic performance (β = 0.684, p < 0.01), while excessive non-academic use had a negative influence on students’ grades (β = -0.529, p < 0.05). It was concluded that social media could serve as a valuable educational tool if appropriately managed and integrated into teaching and learning activities. However, its misuse for entertainment and social networking contributed to poor time management, reduced concentration, and lower academic achievement among learners. The study recommended that schools should integrate social media platforms such as WhatsApp, Google Classroom, and YouTube into their instructional methods to enhance interactive learning. There should also be continuous digital literacy programs to sensitize students on responsible use of social media. Furthermore, teachers and parents should provide guidance and supervision to ensure that students use online platforms productively. The government and education stakeholders were encouraged to develop clear policies to regulate the use of social media among learners and invest in digital infrastructure to support e-learning.