The unique residential context found within boarding schools may have important implications for students' perceptions of school climate and, in turn, may impact their social-emotional well-being. However, there is limited research on the relations between school climate and boarding students social-emotional well-being. This study intended to address this gap by investigating relations between student perceptions of school climate (i.e., engagement, safety, and environment) and social-emotional problems (i.e., emotional problems, conduct problems, hyperactive/inattentive symptoms, and peer problems) across gender and sexual orientation. A sample of 309 boarding students (60% female, 36% sexual minority) was surveyed. Results indicate significant negative relations between school safety and conduct problems and peer problems, and between school environment and hyperactivity/inattention. Findings also revealed differences across gender and sexual orientation among these relations. Further research is needed with larger and more diverse samples of boarding students.