The aim of this study was to find a model for the structural relationships of school engagement with academic boredom with the mediating role of environmental support in learning in high school students. This research was applied in terms of purpose and structural in terms of method. The statistical population of the study consisted of the entire 1361 male ninth graders of public schools in Babol in 2021-22 academic year. To determine the sample size according to the number of observed variables, and assigning a coefficient of 25 to each observed variable as well as taking into account the possibility of incomplete questionnaires, 300 students were selected as the sample by cluster two-stage sampling method. In the next stage, 10 schools were selected from among all 14 public schools in Babol. Then 12 classes were randomly selected from among all 20 classes of 25. The instruments included School Engagement Questionnaire (Wang et al., 2011), Academic Boredom Questionnaire (Pekrun et al., 2005), and Environmental Support Questionnaire (Lent, 2005). All measures were assumed to be of adequate validity and reliability.  Regression equation tests were used to analyze the data. The results revealed that the variables of school engagement and environmental support in learning had a significant, direct effect on academic boredom. Furthermore, the indirect path of the effect of school engagement through mediation of environmental support in learning on academic boredom was confirmed.