Background: The increasing integration of digital technologies into students' daily lives has sparked concerns about distraction, procrastination, and their impact on academic performance. Adolescents in semi-urban and rural settings often lack access to structured digital literacy frameworks, resulting in unsupervised and emotionally driven engagement with social media platforms. Despite policy-level efforts such as NEP 2020, behavioural dimensions of digital usage remain underexplored. Objectives: This study aims to investigate the relationship between social media use, academic distraction, procrastination, and scholastic outcomes among secondary school students. It further seeks to identify intervention strategies rooted in participatory and bilingual engagement that are accessible to students, parents, and educators in resource-constrained settings. Methods: A mixed-methods approach was deployed involving quantitative surveys (N=60) and qualitative focus groups across five districts in Tamil Nadu. Key behavioural metrics included screen time, self-reported distraction levels, and academic performance indicators. Participatory visual tools and bilingual discussion prompts were used to enhance respondent engagement and data reliability. Results: Findings indicate a significant correlation between unregulated social media use and decreased academic focus. Procrastination acted as a behavioural mediator, amplifying distraction and reducing study effectiveness. Students who practised digital self-regulation through structured routines and app-based timers performed noticeably better. Parents and educators identified a gap in awareness and expressed willingness to co-develop context-sensitive interventions. Conclusion: The study highlights the urgent need for multi-stakeholder digital literacy programs tailored to adolescents lived realities. Participatory methods and bilingual visualisations proved effective in bridging behavioural data with actionable insights. Add