The present research aimed to study the correlation between perceptions of classroom environment and academic buoyancy with the intermediary role of school bonding. This descriptive-correlational research was of the path analysis kind. The statistical population consisted of all of the 9321 male senior high school students in the city of Sanandaj in the school year of 2018-2019, 369 of whom were selected as the sample size by means of multi-stage random cluster sampling. Students were asked to complete questionnaires on perceptions of classroom environment (Fraser et al., 2017), academic buoyancy (Dehghanizadeh & Hussein Chari, 2012), and school bonding (Springer et al., 2009), and the data was analyzed by means of the Pearson correlation coefficient and path analysis. According to the results obtained in this research, perceptions of classroom environment have a causal relationship with academic buoyancy  (p<0.01), and school bonding plays an intermediary role in the relationship between perceptions of classroom environment and academic buoyancy (p<0.001). As perceptions of classroom environment and academic buoyancy are causally related and school binding also influences the correlation between them, it is suggested that, in order to achieve as much compatibility as possible in students against academic challenges and assignments, measures be taken so as to make the learning environment desirable for students and allow students to develop a higher sense of commitment toward their schools. For better effectiveness, regional Education and Development managers and offices can conduct in-service courses and workshops in order to clarify the importance and formation of perceptions of school, sense of belonging and commitment toward school in students for educational and executive staff in schools.