One of the central objectives of psychology and medicine is to achieve an improvement in the health, quality of life, and well-being of people, which will facilitate a better psychosocial adjustment. In the case of students, moreover, this physical and psychological health is especially relevant when it comes to achieving good academic performance and adequate school adjustment. Academic performance and its relationship with health in general is a multifactorial problem, as it takes into account various factors, including personal and socio-contextual ones. In the same way that the theory of social structuring establishes that the individual and society function jointly and bi-directionally, the relationship between health and academic performance behaves in the same way and cannot be studied separately. As for mental health, since the emergence of positive psychology, psychological well-being (with its different meanings of happiness, subjective well-being, life satisfaction, and positive affectivity) has been acquiring greater relevance as a counterpoint to psychological discomfort or mental illness and as a way of preventing them. In addition, it is known that psychological well-being is fundamental to achieving a good school adjustment (understood as an adequate adaptation to the academic environment, good academic performance, and high school involvement) of the individual hence physical and mental health are widely recognized by the scientific community as key objects of study in educational settings. It is known that the social support of the closest contexts has both a direct and indirect impact on adequate psychological development and general health. It has also been found that various psychological variables (resilience, self-concept, emotional intelligence, etc.) and personal variables (socioeconomic level, stress, healthy lifestyle habits, physical activity, etc.) are associated with higher rates of physical and mental health. However, it is necessary to go deeper, on the one hand, into whether these variables or other different contextual and psychological or personal variables would ultimately facilitate school adjustment (academic performance and school involvement) and, on the other hand, into the dynamics of the relationships established between all of them. Only in this way, based on empirically contrasted data, will the scientific community be able to develop rigorous interventions on variables related to health and school adjustment, and act in a preventive framework focused on improving students' academic performance.