School disciplinary practices play a vital role in enhancing the academic achievement of secondary school students. This research primarily focuses on identifying the impact of school disciplinary practices on the learning outcomes of senior secondary students within the Tamil medium schools of the Passara Educational Zone. The study was structured to explore the relationship between discipline and academic success, evaluate the contribution of disciplinary measures to educational activities, and analyze their influence on the social habits and personality development of students. Using a mixed-method research design, data were collected from 60 teachers, 6 principals, and 6 deputy principals through structured questionnaires and interviews. Quantitative data were processed using SPSS software, while qualitative insights were analyzed through thematic analysis. The findings indicate that effective disciplinary practices foster positive outcomes, including strengt- -hened teacher-student relationships, enhanced responsibility, better time management, and the development of leadership qualities and self-confidence. Notably, 90% of the surveyed teachers agreed that consistent disciplinary procedures significantly improve student learning achievement. However, the study also identified that severe punishments, partiality in enforcement, and a failure to consider students' psychological well-being can lead to negative educational consequences. Furthermore, the results emphasize that the collaboration of parents with school administrators and teachers is crucial for maintaining effective discipline. Consequently, the research suggests that disciplinary practices should be guidanceoriented, impartial, and supportive rather than purely punitive. These findings are expected to assist educational administrators and school heads in restructuring disciplinary frameworks to better support the holistic development and academic excellence of secondary school students.