This study explores how social support, resilience, and positive affect influence school adjustment in adolescents. The research involved 1397 high school students (M = 13.88, SD = 1.27), and used cross-sectional data to analyze the relationships between teacher and peer support, resilience, and positive affect with school adjustment, measured through emotional engagement, school integration problems, and perceived academic performance. The results showed that teacher and peer support, resilience, and positive affect indirectly predict perceived academic performance through emotional engagement and school integration problems. The negative effect of emotional engagement and peer support on school integration problems was particularly notable, as well as the prediction of resilience on positive affect and teacher support on emotional engagement. The study also highlights the importance of these factors in the context of the Bioecological Model and the Stage-Environment Fit Theory. The findings suggest that school adjustment is influenced by both contextual and psychological factors, and that resilience and positive affect play a mediating role in the relationship between social support and academic performance. The study underscores the need for further research into the complex relationships between these variables and their impact on adolescent school adjustment.This study explores how social support, resilience, and positive affect influence school adjustment in adolescents. The research involved 1397 high school students (M = 13.88, SD = 1.27), and used cross-sectional data to analyze the relationships between teacher and peer support, resilience, and positive affect with school adjustment, measured through emotional engagement, school integration problems, and perceived academic performance. The results showed that teacher and peer support, resilience, and positive affect indirectly predict perceived academic performance through emotional engagement and school integration problems. The negative effect of emotional engagement and peer support on school integration problems was particularly notable, as well as the prediction of resilience on positive affect and teacher support on emotional engagement. The study also highlights the importance of these factors in the context of the Bioecological Model and the Stage-Environment Fit Theory. The findings suggest that school adjustment is influenced by both contextual and psychological factors, and that resilience and positive affect play a mediating role in the relationship between social support and academic performance. The study underscores the need for further research into the complex relationships between these variables and their impact on adolescent school adjustment.