Grant writing is an important component of academic research success across disciplines, especially in the biosciences. It also tends to be an activity that is perceived with significant anxiety and stress. Typical grant writing training programs focus on the mechanical aspects of grant writing, but what is often left out of the conversation on how to support grant writers is the potential importance of the social and emotional factors related to grant writing training. To address this, we conducted a grant writing workshop that explicitly incorporated social-emotional learning (SEL) into its delivery. Through a comparative sentiment analysis, we used pre-post survey data (n = 31) to understand what effect the workshop had on participants' perceptions and attitudes toward grant writing. The survey analysis revealed that negative attitudes and perceptions about grant writing were proportionately reduced by 89% post-intervention, and positive attitudes increased proportionately by 143%. This mixed-methods study highlights the importance of incorporating SEL in grant writing support to combat the many challenges scientists face in the grant writing process.