In this study, based on previous studies, in order to verify the double mediating effect of psychosocial school environment satisfaction and bonding with teachers in the effect of high school students' academic stress on happiness. Data from 325 high school students who responded to the supplementary survey were used. First, high school students' academic stress was somewhat lower than the median value, but their psychosocial school environment satisfaction, bonding with teachers, and happiness were quite high. Second, the higher the academic stress of high school students, the lower the happiness, but the intensity was somewhat lowered by the satisfaction of the psychosocial school environment and the bond with teachers. In other words, in the relationship between academic stress and happiness of high school students, the double mediating effect of satisfaction with the school environment and bonding with teachers was verified. Based on the results of this study, a plan to improve the satisfaction of the psychosocial school environment and the bond with teachers was proposed to reduce the negative influence of high school students' academic stress on their happiness.