Objective: The present study aimed to investigate the structural relationships between physical activity, perceived social support, and teacher-student relationship quality with self-esteem, through the mediating role of academic self-efficacy in this group of students.

Methods: This descriptive-correlational study employed structural equation modeling.196 elementary school students with learning disabilities in Kashan, Iran, during the 2025-2026 year were selected through simple random sampling. Data collection instruments included the Coopersmith Self-Esteem Inventory, the Multidimensional Scale of Perceived Social Support, the Physical Activity Questionnaire for Children and Adolescents, the Teacher-Student Relationship Quality Scale, and the Academic Self-Efficacy Questionnaire. Validity of the instruments was confirmed by experts, and reliability was calculated using Cronbach's alpha coefficients. Data analysis was performed using Pearson correlation and structural equation modeling in SPSS and AMOS software.

Results: Fit indices indicated adequate model fit (RMSEA=0.048, CFI=0.96). All three variables of physical activity (β=0.19), perceived social support (β=0.32), and teacher-student relationship quality (β=0.28) directly predicted self-esteem. Academic self-efficacy significantly mediated the relationships between predictor variables and self-esteem (indirect effects: 0.15 to 0.24). The final model explained 52.4% of the variance in self-esteem.

Conclusion: Physical activity and perceived social support, especially from family, friends, and significant others, play essential roles in shaping self‑esteem among students with learning disabilities. Given the modifiable nature of these variables, educational policymakers, school counselors, teachers, and parents should implement targeted interventions to enhance physical activity participation and strengthen social support networks, thereby improving psychological well‑being and self‑worth in this vulnerable population.