The use of social media is swiftly increasing, especially among the adolescent population. At the same time, student engagement in school is waning, leading to poor grades, dropping out, health problems, and low lifetime earning potential. The purpose of this quantitative nonexperimental study was to determine if a relationship exists between social media use, academic engagement (involvement), and demographics among a sample of high school students in the Southeastern United States. Regression analysis was employed to identify differences between the subscale mean scores and the variables. Astin's (1970, 1991) input-environment-outcome (I-E-O) model served as the conceptual framework to examine the effect of the input and the environment on the output. The I-E-O model explained that students' development was related to their involvement in academic and social activities in school. The sample consisted of 89 secondary students in a Georgia high school. The results indicated a slight positive association between student school engagement and academic engagement (B = 0.34, t = 2.54, p = 0.013). Race, gender, general social media usage, social media attitudes, text messaging, and smartphone usage collectively had a significant predictive relationship with academic engagement. Based on the findings, my recommendation is that educators consider implementing policies and programs to assist students in understanding their social media use and how their use may impact their academic and school engagement. Future research should focus on ways to address student's social media use while understanding that social media is a significant part of adolescent lives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]