The academic achievement of higher secondary girls is shaped by a complex interaction of socio-psychological determinants, particularly within socio-culturally diverse regions such as West Bengal. This study develops a multidimensional analytical framework to systematically examine how factors such as socio-economic status, psychological adjustment, parental influence, educational aspirations, and gender-specific challenges influence academic performance. Drawing upon an integrative synthesis of empirical and theoretical studies, the research adopts a structured conceptual and methodological model that maps the interdependencies among cognitive, emotional, and environmental variables. The study identifies key psychosocial stressors, including adjustment difficulties, academic anxiety, and socio-cultural constraints, and evaluates their direct and mediated impacts on learning outcomes. Findings suggest that psychological adjustment and socio-economic conditions significantly influence academic performance, with mediating roles played by parental education, self-concept, and institutional support systems. The framework highlights disparities between rural and urban contexts and underscores the vulnerability of marginalized groups, particularly minority and tribal girls. The study contributes to academic discourse by proposing a scalable analytical model and offering policy-relevant insights for educational planning and intervention strategies.