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This study determines the Influence of classroom management and disruptive behavior on academic performance among senior secondary school students in Jigawa State, addressing concerns about persistent academic underperformance linked to these factors. Using a descriptive survey research design with a population consisted of 5,645 teachers and 12,345 students drawn from the ten educational zones of the state. From this population, a sample of 333 teachers and 333 students was selected, data was collected using the Influence of Classroom Management, Students Disruptive Behaviour on Academic Performance Questionnaire (RCMSDBAPQ). Data was analyzed using mean scores and the hypotheses was tested using ANOVA at 0.05 level of significance. Findings revealed a significant Influence of classroom management and academic performance, demonstrated the negative correlation between disruptive behaviors and academic performance, and confirmed that teachers' management techniques effectively minimize disruptions. The study recommended continuous teacher training on effective classroom management and learner-centered methods, the implementation of clear behavioral policies supported by guidance and counseling, active parental involvement in managing students’ behavior, and regular administrative monitoring to support teachers in maintaining discipline and reducing disruptive behaviors.