This study examines the intersection of system thinking, international relations theory, and balance of power dynamics within the context of public secondary school administration in North Central Nigeria. Drawing upon the theoretical frameworks of systems theory and balance of power theory from international relations, the study conceptualizes schools as dynamic, interdependent systems in which multiple stakeholders—including school administrators, teachers, students, parents, security agencies, and government bodies—interact to shape security and governance outcomes. Employing a descriptive survey research design, the study draws on existing policy documents, national security reports, and empirical literature from Nigeria. A sample of 384 educational administrators, security personnel, and policy analysts was selected through purposive sampling based on their expertise in school security management. The research instrument demonstrated strong validity (0.81) and reliability (0.79), confirming its accuracy and consistency. Data were analyzed using mean and standard deviation for answering research questions, with a 2.50 benchmark on a four-point Likert scale. Hypotheses were tested using chi-square to evaluate relationships between power distribution and security outcomes. The findings indicate significant power asymmetries among stakeholders in school security management, with government bodies and external actors wielding disproportionate influence while school administrators, teachers, and communities have limited power. The study concludes that sustainable school security requires strategic governance, systemic coordination, and a rebalancing of power relationships among stakeholders rather than isolated interventions. Recommendations include the establishment of collaborative governance structures that promote equitable power distribution and stakeholder participation in school security management.