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This scoping review explores the multi-dimensional construct of child well-being, with a specific focus on psychological and subjective well-being among school-aged children in Mongolia and beyond. Drawing from 19 empirical studies identified through comprehensive searches in eight databases, the review synthesizes key factors contributing to children's well-being, including perceived social support, school climate, parental relationships, autonomy, and socioeconomic status. The findings underscore that supportive social environments, particularly those fostering autonomy, competence, and belonging, significantly enhance children’s life satisfaction and mental health. Conversely, experiences of discrimination, psychological control, and economic hardship negatively impact children's well-being. Notably, only one study was based in Mongolia, highlighting a critical research gap. This review contributes to a nuanced understanding of the relational and contextual determinants of child well-being and lays the groundwork for more culturally grounded research in Mongolia. It also emphasizes the need for ethical, participatory, and methodologically diverse approaches in future studies.