Background <p>Academic motivation and engagement are fundamental drivers of high school success, influencing students’ persistence, academic outcomes, and overall well-being. Traditional school climate factors, including teacher support and parental involvement, influence these educational outcomes by providing a supportive context for students to develop positive motivation and engagement. However, the specific relationships between school climate elements, gender, and student motivation-engagement patterns remain inadequately understood, particularly in the Canadian high school context.</p> Objective <p>This study aims to examine the relationships between teacher and parent support, gender, and student perceptions of school climate and academic motivation and engagement.</p> Methods <p>We conducted a survey-based study of 261 Canadian high school students to examine how school climate subfactors and gender predict both positive and negative aspects of academic motivation and engagement, using multiple linear regression.</p> Results <p>Analyses revealed that home support strongly predicted all motivation and engagement dimensions, while parental valuation of education was specifically associated with positive motivation and negative engagement. Similarly, teacher care and support predicted positive motivation and negative engagement, with positive correlations for beneficial outcomes and negative correlations for detrimental ones.</p> Conclusions <p>These findings demonstrate that adult support, both from teachers and parent, plays a crucial role in shaping students’ academic motivation and engagement. Home support, which focuses on providing space for and assistance with homework was important for both academic motivation and engagement. This highlights the importance of fostering positive school climates, including the role of home and parents in school climate to support high school student outcomes.</p>