This study evaluates the first year of implementation of "How Are the Children" (HATC), a project-based social-emotional learning (SEL) curriculum designed to enhance high school student's social-emotional (SE) development. Through documentary filmmaking and lessons based on SE competencies, HATC aims to provide SEL support that amplifies authentic learning. Specifically, the HATC curriculum was designed to include lessons that are aligned with the five SE competencies identified by The Collaborative for Academic, Social, and Emotional Learning (CASEL). The study was conducted in Rock Island-Milan School District #41 (RIMSD), which serves students in Rock Island, Illinois. Approximately 60% of RIMSD is classified as low socioeconomic status, and 26% of families in that community have income below the poverty line. In addition, RIMSD is considered the most diverse school district in the state due to the wide range of languages spoken by its students, with over 27 different languages represented. The first year of implementation began in July 2023 at Rock Island High School (RIHS), with 44 high school teachers participating in the randomized control trial (RCT). Nine teachers from a second site, Thurgood Marshall Learning Center (TMLC), joined the RCT mid-study and began their implementation in January 2024. Connect with Kids (CWK) developed the program and trained teachers in the HATC group (i.e., the implementation group) to use the HATC curriculum, provided teachers with the HATC implementation guides, and supported implementation through quarterly feedback and reflection sessions. Teachers in the business-as-usual group (i.e., the control group) conducted their classes as usual with no additional interventions or trainings. At RIHS, teachers implemented HATC during their advisory period. At TMLC, teachers implemented HATC during their second block. We did not detect an impact of HATC on RIHS and TMLC students' SE competencies. Nor did we observe an effect of HATC on RIHS students' disciplinary referrals and absences. However, an exploratory analysis revealed a promising trend suggesting that HATC may reduce the female-male gradient in student self-rated SEL outcomes. We did not observe any positive impacts of HATC on teacher intermediate outcomes, including relationships in the classroom environment, teacher SE competencies, wellbeing, or job satisfaction. Student engagement and chronic absenteeism impacted implementation. Yet, most teachers completed the curriculum, and their students created completed documentaries. Drawing on these findings, CWK and RIMSD continue to work together to improve the curriculum to meet the needs of Rock Island students. The following additional materials are provided: (1) appendices; and (2) supplemental materials.