Most of the studies about social-emotional learning (SEL) revealed that SEL increases the level of emotional intelligence and academic excellence of the students (Kothari & Wesley, 2020). However, the students’ response to SEL interventions varies depending on different trends such as age, gender, civil status, ethnicity, etc. This study focuses on gender differences in SEL. The Adolescent Social-Emotional Learning Questionnaire (ASELQ) was utilized to determine the SEL of the respondents and explore it based on gender differences using the Point Biserial Correlation Technique and basic descriptive statistics. The results revealed a very low to no difference between the SEL of the male and female respondents. The results are consistent in terms of the comparison in each of the five core competencies of SEL which are self-awareness, self-management, social awareness, relationship building skills, and responsible decision-making which showed no difference between the male and female SEL. The findings of this study are significant in promoting social-emotional learning and gender equity among students.