The purpose of this study was to devise and test a structural model for educational well-being based on social adjustment and hope with the mediating role of self-efficacy in high school students. To this end, the research employed correlational-descriptive design and structural equation modeling. The statistical population of this study was consisted of all students studying in high schools of Khorramabad in the Persian educational year academic year 2019-2020. The sample of this study included 373 students who were selected using proportionate stratified sampling based on gender and educational level. The instruments used included the Tominin-Sweeney et al. (2012) Academic Well-being Scale, Adjustment Inventory for School Students by Sinha and Singh (1993), Hope Questionnaire and General Self-Efficacy Scale (Scherer, 2002). After collecting the questionnaires, the data obtained from this study were analyzed using structural equation modeling. The results from determining the validity and reliability of the instruments using the Cronbach's alpha validity coefficient, test-retest, and factor analysis indicated graceful validity and reliability of the tests. In this research, confirmatory factor analysis (CFA) was employed for the fitness the measurement models, while structural equations were used for the fitness of the structural model. The findings indicated that there was a significant relationship between the variables (p <0.001). In addition, the mediating role of self-efficacy in the relationship between social adjustment and hope, and educational well-being of students was confirmed. Given its significance in the aforementioned relationship, enhancing the educational well-being of students is readily possible through providing a self-efficacy training package for students.