School Discipline and Students’ Academic Achievement in Public Secondary Schools in Kebbi State

This study examines the relationship between school discipline practices and students' academic achievement in public secondary schools in Kebbi State, North West Nigeria. School discipline, encompassing rules enforcement, behavioural management, and the creation of a structured learning culture, is considered a foundational element of effective school administration. In Kebbi State, concerns about rising indiscipline among secondary school students and its effect on academic performance have prompted institutional and parental anxieties. The study adopts a descriptive correlational design and samples 360 students, teachers, and principals from 30 secondary schools across Kebbi Central, North, and South senatorial zones. Data are collected using validated questionnaires and analysed with Pearson correlation and chi-square tests. The study is anchored on the Assertive Discipline Model of Canter and Canter. Findings indicate that schools with consistently enforced, fair, and transparent discipline codes record significantly higher academic achievement scores than schools with arbitrary or punitive discipline regimes. Students in well-disciplined schools also report greater sense of belonging and academic motivation. The study recommends the development of standardised school discipline guidelines for Kebbi State secondary schools that balance firmness with respect for students' dignity and learning needs. Keywords: school discipline, academic achievement, behavioural management, secondary schools, Kebbi State.