This research investigates the relationship between family challenges, specifically socio-economic status (SES), family structure and stability, and domestic violence with academic performance among high school students. Utilizing a quantitative research design grounded in Maslow's hierarchy of needs, the study explores how these factors may influence students' academic success. Data from 152 secondary school students were analyzed using the Statistical Package for the Social Sciences (SPSS), ensuring a robust statistical foundation for the study's findings. The results reveal that SES has a lower positive correlation with academic performance, indicating that while higher SES is advantageous, its impact on academic success is relatively limited. Family structure and stability show a moderate positive correlation with academic performance, emphasizing the critical role of a stable and supportive family environment in enhancing students' academic achievements. The researcher found that domestic violence demonstrates a very high correlation with academic performance, underscoring the severe negative effects that domestic violence can have on students' educational outcomes. These findings offer essential insights for educators, policymakers, and social work practitioners, highlighting the need for targeted interventions to address family challenges and improve students' academic potential.