This study investigated the role of life satisfaction, epistemic curiosity, and school identification in the relationship between school climate and student engagement. Participants included 303 Chinese junior middle and high school students with an age range of 12-18 years who completed the School Climate and School Identification Scale, the Epistemic Curiosity Scale, the Student Engagement, and the Life Satisfaction Scale. Structural equation modeling demonstrated that life satisfaction, epistemic curiosity, and school identification mediated the effect of school climate on student engagement, respectively. Moreover, the identified serial mediation model showed that school climate could influence student engagement through the chain mediating effect of "life satisfaction-epistemic curiosity" and "life satisfaction-school identification". These findings contribute to clarifying the links between these variables and suggest that a good school climate may promote student engagement from life satisfaction, epistemic curiosity, and school identification perspectives. They carry significant implications for student engagement, emphasizing the need for educational administrative leaders to consider creating a good school climate and implement tailored interventions that enhance life satisfaction, epistemic curiosity, and school identification to improve student engagement.