Today, the process of developing and constructing educational spaces tends to be more inclined to physical dimensions and is painted against human beings and their characteristics. The result is a disconnect between the studentschr('39') relationship with the schools in particular and the educational environment in general. As such, they consider their students to be less part of the high school and feel less attached to it. The purpose of this study is to focus on designers chr('39')view of the semantic levels of the school environment that can influence studentschr('39') sense of place. The research method was descriptive, analytical and survey using spss software and Lisrel 8.8. This study uses the confirmatory factor analysis technique to determine whether the number of factors and loads of variables measured on these factors are consistent with what is specified in the theory. According to the results of confirmatory factor analysis, the standardized coefficients are acceptable and relatively large. Through the SEM structural model, it was estimated that the highest correlation and consistency between subjective factor with factor loadings of 0.76 and physical component rank second. With a factor load of 0.63 and finally the educational component with a standard coefficient of 0.58 establishes and promotes a sense of  belonging in high schools. At the end of the conceptual model the research was mapped using structural equation modeling and by regression it was concluded that subjective, physical and educational components predict 43% of the variance in sense of belonging in Tehran high schools.