Lyndsay N. Jenkins

This study aimed to (a) examine the direct and indirect effects of social-emotional learning (SEL)-infused instruction on secondary student mental health through social-emotional skills (SEL) and student-to-student relationships and (b) explore the moderating role of peer victimization on this relationship. Cross-sectional data were collected from a racially and ethnically diverse sample of 546 students in sixth-12th grades from the southeast region of the United States. Participants completed electronic surveys of their peer victimization experiences, relationships with students, SEL skills, and exposure to SEL instruction. Reports of being exposed to SEL instruction were related to greater SEL skills and more positive relationships with peers. The association between exposure to SEL instruction and mental health difficulties was explained through both SEL skills and positive relationships with peers. This indirect effect of SEL skills was weaker for students who had experienced higher levels of peer victimization. This study highlights the crucial role of SEL instruction in improving student mental health by fostering SEL skills and positive peer relationships. However, the protective effects of SEL skills are weaker for students experiencing high levels of peer victimization, emphasizing the need for additional support. These findings reinforce the importance of tiered interventions to ensure SEL benefits all students, particularly those facing social challenges. (PsycInfo Database Record (c) 2026 APA, all rights reserved).