Social media has significantly influenced students self-esteem and academic productivity, particularly among Senior High School learners. This study investigates the relationship between social media usage, self-esteem, and productivity among Grade 11 students at Talangan Integrated National High School. Using a quantitative research design, the study employed structured surveys to collect data on students social media habits, self-esteem levels, and academic productivity. The gathered data were analyzed through descriptive statistics, correlation analysis, and regression modeling to identify patterns and relationships among the variables. Results indicate that 52% of students primarily use social media for entertainment, while only 38% utilize it for academic purposes. Facebook (85%) and YouTube (80%) are the most frequently used platforms, while Twitter/X is the least popular. Correlation analysis reveals a negative relationship between excessive social media usage and self-esteem (-0.45), as well as productivity (-0.38). The developed mathematical model suggests that students who limit their social media usage to 3-4 hours per day exhibit higher self-esteem and better academic performance. The findings highlight the need for digital literacy initiatives that promote responsible social media use. Schools and educators should integrate structured guidelines on social media habits to enhance students productivity and psychological well-being. Based on the studys results, it is recommended that students balance their screen time by prioritizing academic engagement over leisure. Future research may explore interventions that promote mindful social media consumption to mitigate its negative effects while maximizing its educational potential.