Background <p>Time use, late-night digital engagement, and psychosocial supports are frequently cited correlates of academic functioning among adolescents, yet evidence from Moroccan secondary education remains limited.</p> Methods <p>We conducted two complementary, cross-sectional surveys in public secondary schools in Fez, Morocco. Survey 1 (<i>N</i> = 312) assessed nightly routines (bedtime and dominant late-night activities), morning readiness, classroom experiences, and perceived academic standing using a single item. Survey 2 (<i>N</i> = 323) assessed perceived academic standing and the perceived influence (no influence to very strong influence) of key psychosocial and contextual factors (e.g., teaching method, family support, sleep, phone/internet use). Analyses were exploratory and performed separately within each survey using descriptive statistics and nonparametric tests; open-ended items were summarized thematically.</p> Results <p>In Survey 1, perceived academic standing differed by morning readiness (Kruskal–Wallis H = 24.08, <i>p</i> &lt; .001) and grade level (H = 25.21, <i>p</i> &lt; .001). Reporting an ability to concentrate in class was associated with higher perceived standing (Mann–Whitney <i>p</i> &lt; .001). In Survey 2, teaching method (57% reporting strong/very strong influence), phone/internet use (47%), sleep (45%), and family support (43%) were most frequently rated as strongly influential. Perceived influence of phone/internet use and school environment differed by perceived academic standing category (<i>p</i> &lt; .05).</p> Conclusions <p>Across two complementary surveys, Moroccan secondary students’ perceived academic standing co-occurred with differences in morning readiness, classroom concentration, and the perceived salience of instructional, family, sleep, and digital-life factors. Findings are descriptive and hypothesis-generating; future work should employ validated multi-item measures, linked designs, and objective grades.</p>