<p>Social competence is a critical determinant of students’ academic success, interpersonal relationships, and overall well-being. This study investigates the social competence of higher secondary school students in relation to demographic factors, including gender, academic stream, school type, and residential location. A total of 912 students participated in this study, and their social competency levels were assessed using Z-score distribution, independent t-tests, one-way ANOVA, and Tukey HSD post-hoc tests to identify significant differences across demographic groups. The results indicate that social competence follows a normal distribution, with 54.71% of students classified as average. A considerable proportion (20.51%) demonstrates high or extremely high competence, while 24.78% exhibit below-average or low levels, suggesting the need for targeted interventions to enhance social skills. Notably, no students were categorized as having extremely low competency, indicating overall well-maintained social competence across the sample. Statistical analysis revealed no significant differences in social competence based on gender (<i>p</i> = 0.4025), academic stream (Arts vs. Science, <i>p</i> = 0.2993), school type (Government, Aided, Private, <i>p</i> = 0.5375), or residential location (Urban vs. Rural, <i>p</i> = 0.9007). Confidence interval analysis further supports these findings, as all intervals include zero, suggesting that any observed variations may be due to random chance rather than true demographic effects. These findings suggest that social competence is not significantly influenced by demographic factors. Future research should explore psychosocial, familial, and environmental influences on social competency development.</p>