Introduction: Student identity plays an important yet overlooked role in shaping educational experiences. This study used Marcia's identity status model to investigate identity development among rural high school girls. Aims: The research aimed to 1) Categorize students into Marcia's four identity statuses, 2) Understand how family, culture, academics and social media affect identity development, 3) Identify how identity influences school engagement, 4) Develop recommendations to support students across identity statuses. Method: A mixed-methods approach combined a survey, interviews, and observations of 40 high school girls. The questionnaire categorized students into Marcia's four identity statuses. Interviews and observations provided qualitative insights into identity experiences. Results: Students were classified as identity achieved, foreclosed, moratorium or diffused. Each status exhibited distinct characteristics related to exploration, commitment, academics and home life. Restrictive parents limited exploration for some girls. Social media overuse correlated with diffusion. Recommendations: Schools should tailor mentoring/activities to each identity status. Collaboration with parents is vital. Identity-affirming curricula and environments are needed so students feel recognized. Supporting identity development enables schools to nurture female adolescents holistically.