["Journal of School Health, Volume 96, Issue 5, May 2026. ", "\nABSTRACT\n\nBackground\nSocio‐emotional skills (SES) are essential for students' wellbeing and academic adjustment, and physical activity (PA) has been shown to contribute positively to emotional, social, and cognitive development. Understanding their relationship within school populations becomes highly relevant for educational and health promotion practices.\n\nMethod\nA cross‐sectional study was conducted with 874 students aged 10–16 years. SES were assessed according to the OECD framework using the Social and Emotional Skills Survey. PA levels were measured through the physical activity questionnaire for children (PAQ‐C) and adolescents (PAQ‐A), classifying students as active or non‐active.\n\nResults\nPA showed positive and significant correlations with all SES domains, with varying intensity across domains. Active students obtained higher SES scores across domains, although small differences by gender and educational level were also observed. Differences were more pronounced at lower educational levels and decreased progressively in higher grades.\n\nImplications for School Health Policy, Practice, and Equity\nFindings support integrating PA as a strategic component of social–emotional learning initiatives. Schools can play a key role in promoting students' health and wellbeing by incorporating appropriate PA opportunities that strengthen socio‐emotional learning (SEL) and contribute to a positive school climate.\n\nConclusions\nPA is consistently associated with more favorable socio‐emotional profiles. Promoting structured and meaningful PA in school settings may support students' holistic development and enhance their overall wellbeing.\n"]