Many studies emphasize the importance of the school in promoting the well-being of students. Therefore, this research was conducted to discover the relationship between school climate, coping strategies and well-being. The mentioned factors were examined among students of second grades of high schools in Osijek and Vinkovci. Therefore, the connections between the perception of the school climate, student well-being, and problem-focused, emotion-focused, and avoidance coping strategies were examined. Also, the possibility of predicting well-being based on school climate and coping strategies was examined. 318 respondents participated in the research. The SurveyMonkey platform was used to conduct the research, where the participants filled out questionnaires related to the school climate, coping strategies and their own well-being. The results indicated a positive connection between school climate, coping strategies focused on problems and emotions, and well-being. Associations between school climate, well-being and avoidant coping were not found. Also, the analysis showed that school climate and problem-focused coping are positive predictors of well-being among students, while emotion-focused coping and avoidant coping cannot predict well-being. These results are important in the organization of a favorable school climate for students and employees, as well as guidance and learning about more adequate ways of dealing with stressful situations in order to promote the well-being of students.