The present study aims to examine the relationship between state motivation and students’ mental health, with a particular focus on school‑related factors. State motivation, defined as a situational and fluctuating form of motivation, is influenced by students’ perceptions of the learning environment, teachers’ interaction styles, classroom structure, and overall school climate. Prior research indicates that teachers’ immediacy behaviors, meaningful tasks, appropriate feedback, and opportunities for autonomy can enhance students’ momentary motivation and improve emotional and academic outcomes. Mental health—according to the World Health Organization—is a state of well‑being in which individuals can cope with normal life stressors, work productively, and contribute to their communities. Evidence shows that poor classroom interactions, lack of support, and weak school structures can undermine mental health, whereas interventions such as gratitude practices and supportive teacher behaviors can simultaneously enhance state motivation and psychological well‑being. Based on the reviewed literature, it is expected that effective classroom structure (task, evaluation, autonomy), supportive school leadership, and attention to students’ psychological needs create a significant relationship between state motivation and mental health. This abstract provides a conceptual basis for establishing hypotheses and developing the research model in future empirical studies.