This study set out to find a model for students' emotional self-regulation based on family communication processes and school adaptation with the mediating role of resilience. The research method was correlational and structural equation modeling was utilized. The statistical population of the study was comprised of 209177 male students studying at senior high schools in Tehran in 2020-21 school year. According to Stevens rule, a total number of 385 students were selected and given the Cognitive Emotion Regulation Questionnaire (Garnefski & Kraaij, 2007), McMaster Family Assessment Device (Epstein et al.,1983), School Climate Questionnaire (Zullig et al., 2009) and the Conner-Davidson Resilience Scale (2003). Results demonstrated that the model of emotional self-regulation based on family communication processes and adaptation to school with the mediating role of resilience was a good-fitting one. Results also showed that the direct path coefficients between family communication processes and positive emotion regulation (β = 0.420 and P = 0.001) as well as negative emotion regulation (β = -0.269 and P = 0.001) were significant. However, the direct path coefficients between school adaptation and positive emotion regulation (β = 0.031 and P> 0.05) as well as negative emotion regulation (β = 0.661 and P> 0.05) were not significant. The results also revealed that the indirect path coefficients between family communication processes and positive emotion regulation (β = 0.270 and P = 0.001) as well as negative emotion regulation (β = -0.133 and P = 0.001) were significant. Indirect coefficients between school adaptation and positive regulation (β = 0.229 and P = 0.001) and negative regulation (β = -0.113 and P = 0.001) of emotion were also significant. Accordingly, family communication processes and school adaptation can affect students' emotion self-regulation.