The present study examines the structural model of psychological and academic well-being based on students' perception of academic counseling services and social support, with the mediating role of academic engagement. This research is descriptive and falls under structural equation modeling. The statistical population includes all students aged 14 to 18 in Sanandaj during the 2022–2023 academic year, from which 310 students were selected using convenience sampling. Data were collected using the Academic Well-Being Questionnaire (Pietarinen et al., 2014), Psychological Well-Being Questionnaire (Tian et al., 2022), School Counselor Services Perception Questionnaire (Ohrt et al., 2022), Social Support Perception Scale (Zimet et al., 1988), and Academic Engagement Scale (Veiga, 2016). Structural equation modeling was employed for data analysis using SPSS-26 and Amos-26 software. Findings indicate that the structural model of psychological and academic well-being based on students’ perception of academic counseling services and social support, with academic engagement as a mediator, has a satisfactory fit (p < 0.05). Additionally, the bootstrap test results show that perception of school counselor services and social support indirectly impact academic and psychological well-being through the mediating role of academic engagement (p < 0.05). Therefore, the existence of an indirect relationship between the research variables was confirmed. Based on these results, improving and strengthening the perception of academic counseling services and social support can foster academic engagement, which ultimately enhances students’ academic and psychological well-being.