The general purpose of this study was to investigate the extent to which and ways in which SEALS (Select Entry Accelerated Learning) program effects differ for early adolescent boys and girls. The first aim was to examine differential effects of SEALS by gender, for students' perceptions of the social-affective context of school. The second aim was to determine the extent to which the SEALS program offered promotive effects on experiences of the social-affective context, for boys and girls at particular types of risk for positive adjustment. Project REAL took place in public schools serving sixth graders; schools were configured as either middle (grades 6-8) or k8/k12 schools. Schools were located in the Appalachian, Deep South, Southwest, Pacific Northwest, Far West, Southeast, Northern Plains, and Midwest regions of the United States. Participating schools were located in low-wealth communities designated as rural by the National Center for Education Statistics (NCES). The results provide evidence regarding how the SEALS program benefits boys and girls in general, and at particular types of risk for school adjustment. For boys, the SEALS program had a general, promotive effect on two key experiences of the school social-affective context: peer norms for effort and achievement, and sense of belonging. Although the SEALS program did not enhance girls' experiences of the social-affective context in general, the peer norms for effort and achievement of girls at particular types of risk, including high aggression and multiple social, behavioral, and academic risk, were more supportive in SEALS intervention schools. A trend toward a promotive effect of SEALS was observed for sense of belonging for girls classified as at-risk for high aggression. Thus, the results indicate that the SEALS program has enhancing effect for boys in general, and for girls at particular risks for adjustment. These results highlight particular aspects of adjustment and particular types of students that stand to benefit from the SEALS program, but indicate that students at high levels of risk may require additional support not offered in a universal program. (Contains 1 figure and 4 tables.)