This study investigates the impact of Social-Emotional Learning (SEL) on the mental health and well-being of students at Henan University. Amid China's exam-oriented educational landscape, students often face significant psychological challenges due to academic pressure and limited emotional support. This research aims to (1) examine demographic factors, such as age, gender, socio-economic status, and educational background, specifically impact students' mental health literacy and well-being at Henan University, and (2) explore the impact of socialemotional learning on students' mental health wellness. A quantitative approach was adopted, involving a survey of 600 undergraduate and master's students selected through stratified random sampling. Data were collected using validated questionnaires measuring SEL competencies and mental health indicators, including emotional balance, adaptability, and academic stress management. Descriptive and inferential statistical analyses included t-tests, ANOVA, and multiple regression. Findings indicate that SEL significantly improves students' mental health, with self-awareness, self-management, and responsible decision-making linked to reduced emotional and psychological imbalances. Gender, academic performance, parental education levels, and familiarity with psychology courses emerged as significant demographic moderators. Female students and those with higher academic performance or parental education reported better mental health outcomes. The study concludes that integrating SEL into the curriculum can enhance students' psychological resilience and academic success. It underscores the necessity for Chinese educational reforms to adopt comprehensive SEL programs. Recommendations include policy advocacy, teacher training, and culturally tailored SEL curricula to support students' holistic development. Future research should explore longitudinal effects and intervention-based SEL implementations in diverse educational settings.