Student Differences in a Social–Emotional Learning Program: Engagement and Individual Factors

BACKGROUND: This quality improvement project examined student engagement in a Social-Emotional Learning (SEL) program, analyzing how individual differences such as grade level, gender, and race/ethnicity impacted learning and motivation to use SEL skills. METHOD: Post-program surveys were collected from 981 middle and high school students. Three hierarchical regression models were used to analyze associations between engagement and outcomes: SEL knowledge learned, readiness to use skills, and intention to use skills. RESULTS: Higher engagement was significantly associated with knowledge learned in SEL skills, readiness and intention to use these skills across most groups. Gender-diverse students reported lower knowledge or intention than women. Racial/ethnic minority groups reported greater knowledge gains and higher motivation than white students. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Continuous quality improvement of SEL curricula that consider students' engagement, developmental stages, and identities may enhance more equitable learning and participation. CONCLUSIONS: Engagement plays an important role in SEL learning and motivation, highlighting the value of developmentally informed approaches that are accessible and relevant to all learners.