This study assesses the psychometric properties of the Sense of Community Scale in School (SOC-S), among 1027 seventh-grade primary school students (M = 12.5; SD = 0.69) in urban schools in Chile. The results affirm the multidimensional conceptualization of the sense of community, aligning with the theory proposed by McMillan and Chavis (1986), encompassing the dimensions of membership, emotional connection, and opportunities. The research validates the factorial structure, reliability, and convergent validity of the SOC-S, supporting its applicability across different cultural contexts. This study contributes to the field of educational psychology by validating a useful tool for measuring the sense of community in schools, facilitating the identification of improvement areas to strengthen relationships and well-being.