<p>Given that previous studies have mostly focused on single pathways and neglected the complex relationships between school climate, psychological resilience, emotional regulation, and college students’ social-emotional competencies, this study constructed a structural equation model. The aim was to explore the relationship between school climate and college students’ socio-emotional competence, as well as the possible mediating roles of psychological resilience and emotional regulation between school climate and social-emotional competencies. To this end, 800 students from two universities in China were selected for the study, and 761 valid questionnaires were collected, of which 152 (20%) were male and 609 (80%) were female, and the majority of the participants, 657 (86.3%), were non-only children. The results of the study showed that school climate is significantly positively correlated with socio-emotional competence (<i>r</i> = 0.357, <i>p</i> &lt; 0.01) and that psychological resilience and emotion regulation played a parallel mediating role between school climate and socio-emotional competence. Based on these findings, it is recommended that relevant organizations and educators focus on the improvement of school climate while strengthening the development of students’ psychological resilience and emotion regulation to promote the overall development of students’ socio-emotional competence.</p>