School satisfaction is a critical aspect of well-being for every child and adolescent. Yet studies have rarely investigated whether school satisfaction varies depending upon participant characteristics and school-related social factors. Here we investigated whether disability and gender moderate adolescents' self-report of school satisfaction. We also explored the role of mediating variables such as teacher support, parent support, and relationships with peers (including friendships and also bullying). Our analysis of data from 3,830 adolescents revealed a significant interaction between disability and gender. Girls with disabilities reported the lowest school satisfaction, an effect that appeared to be more strongly mediated by perceived lack of teacher support than other variables. Our findings are novel in disaggregating school satisfaction data by both disability and gender to reveal an interaction between these variables and in investigating the role of mediating variables relating to school-related social factors. Impact and Implications: School satisfaction is vital for well-being, yet we know little about how school satisfaction varies depending upon participant characteristics and school-related social factors. Our analysis has revealed an interaction between disability and gender in self-reported school satisfaction among adolescents. Girls with disabilities report the lowest satisfaction, an effect that appears to be more strongly mediated by teacher support than parent support or peer experiences.