["Journal of School Health, Volume 96, Issue 6, June 2026. ", "\nABSTRACT\n\nBackground\nThis 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.\n\nMethod\nPost‐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.\n\nResults\nHigher 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.\n\nImplications for School Health Policy, Practice, and Equity\nContinuous quality improvement of SEL curricula that consider students' engagement, developmental stages, and identities may enhance more equitable learning and participation.\n\nConclusions\nEngagement plays an important role in SEL learning and motivation, highlighting the value of developmentally informed approaches that are accessible and relevant to all learners.\n"]