<p>Studies on well-being among adolescents at school need to consider contextual and community factors involved in school experiences. Drawing from Community Psychology, this study addressed school well-being from a social justice perspective, emphasizing the conditions and opportunities that schools generate for the development of students’ well-being. We used a qualitative multiple case study to analyze how students construct and signify school well-being from their different self-identified social positions in Chilean public schools. Fifty-nine adolescents from two classrooms of two public schools in Chile participated in a five-week data production process which included a workshop, photo-elicitations of what made them feel good and bad in their schools, and a follow-up semi-structured interviews of their photos The analysis was carried out from a sociosemiotic and critical perspective, using tools of visual grammar and the valuation model. Results showed that students constructed school well-being as having close social relationships at school, being supported and cared for at school, and participating and being accepted at school. Adolescents who self-identified as having a behavioral problem, disability, being a migrant student described being supported in their difficulties as an important condition for their well-being at school. Migrant boys emphasized non-discrimination due to their migrant status and being recognized and included as equals by their peers. We discuss how dimensions that can promote well-being in schools are those that favor more inclusive educational policies and school practices, because they promote fair institutional conditions for the well-being of all students.</p>