Abstract: The present study investigates the relationship between spiritual fitness and academic achievement among secondary school students, with special reference to selected demographic variables including gender, family structure, number of siblings, place of residence, and mother's occupation. According to the nature of research structure, descriptive survey method was used. A standardized test named "Spiritual Fitness Scale" was used in the present study constructed and standardized by Dr. Asif Hassan and Prof. Akbar Husain. The findings reveal a positive correlation between spiritual fitness and academic performance, suggesting that students with higher levels of inner wellbeing tend to perform better academically. Interestingly, no significant difference in spiritual fitness was found with respect to gender, residence, or sibling count, indicating its universal influence across diverse groups. However, a statistically significant difference emerged based on family structure and maternal occupation. These findings underline the crucial role of the home environment in shaping students' inner strength and overall development. The study supports the vision of the National Education Policy (NEP) 2020, which emphasizes holistic, value-based, and inclusive education. Educational and social implications are discussed, highlighting the need to integrate spiritual and moral dimensions into school curricula and to foster school-family collaboration for the well-being and academic growth of learners.