Background: In the modern digital era, children can connect to the Internet and social media through a wide range of devices such as tablets, iPads, computers, laptops, and smart phones. Social networking has become a significant component of young people’s social experiences and is increasingly viewed as a tool that can support learning, participation, and academic achievement. These platforms allow students to communicate, interact, access information, conduct research, and engage in online conversations.

Methods: A descriptive cross-sectional survey was conducted among 160 teenagers aged 13–19 years from selected higher secondary schools in Odisha. Participants were selected using disproportionate stratified random sampling. Data were collected using a socio-demographic questionnaire, Social Media Addiction Scale (SMAS), and an Academic Performance Self-Assessment Questionnaire. Data were analyzed using descriptive statistics, Chi-square test, and Karl Pearson’s correlation coefficient.

Results: The findings showed that 57.3% of adolescents had a moderate level of addiction to social networking sites, 32.7% experienced severe addiction, and only 10% had a mild level of dependence. In terms of academic achievement, 69.5% of students performed at an average level, 21.8% achieved good scores, and just 8.6% attained excellent results. The study found a statistically significant relationship between SNS dependence and academic performance (Chi-square = 62.460, p = 0.000). Additionally, a significant negative correlation was identified (r = –0.402, p = 0.000), suggesting that greater addiction to social networking sites is associated with lower academic performance.