Childhood mental health and the widening of social inequity are growing concerns in our country. Schools are tasked with meeting students’ needs while also ensure they meet high academic expectation. Social and emotional learning can serve as a vehicle to address these needs while promoting academic success. The purpose of the study is to understand the extent of the relationships between teachers’ perceptions of their a) teaching through social and emotional learning, b) students’ engagement, and c) teaching equity through social and emotional learning. Quantitative research methodology was used to determine that all relationships were moderately positive. Acknowledging these results, policy should be considered which provides funds to implement social and emotional learning to teach prosocial skills, further student engagement, and teach equitable practices in the classroom. Future research should be considered exploring the variables with a larger sample size or from students’ perspectives.