Uganda continues to face challenges in closing the gender gap in education for adolescent girls. Socio-emotional factors such as self-esteem and perceptions of social support are critical in determining educational outcomes for girls. This study investigates the impacts of a socioemotional learning curriculum implemented in 10 schools located in Isingiro district of southwestern Uganda. Compared to schools included in a control group, we find improvements in a majority of the socio-emotional indicators targeted by the curriculum including self-efficacy, responsible decision-making, and perceptions of women's equality to men. We also find improvements in mental health indicators for girls who participated in the curriculum.