This report presents the results of an evaluation of the impact of Enseña por México on student socioemotional skills in the academic year 2016-17 in the states of Baja California, Chiapas, Hidalgo and Puebla. Using self-applied student questionnaires, the authors measured the four socioemotional scales of the CORE Districts Survey (self-management, growth mindset, self-efficacy and social awareness), grit, and locus of control. They also measured six behaviors and attitudes that could be interpreted as proxies of socioemotional skills: educational expectations, perceived general and pecuniary returns on education, tardiness and absenteeism, time devoted to homework, and community involvement. The authors find that exposure to Enseña por México fellows is associated with short-run improvements in socioemotional skills in Secundaria (grades 7-9), as measured by the CORE scales. There is also evidence of a reduction in tardiness and absenteeism in all educational levels analyzed. In sum, the results indicate that Enseña por México fellows are more effective than regular teachers, and that they help foster student socioemotional skills.