espanolSe realizo un estudio transversal para establecer la relacion entre el bienestar infantil, bienestar familiar y el clima escolar en ninos de una escuela publica de Fundacion, Magdalena. El bienestar familiar se cuantifico con la Escala de Bienestar de los Miembros de la familia (FMWB), el bienestar infantil con el Inventario de Bienestar infantil (IBI) y el clima escolar con la Escala de Clima Social Escolar (ECLIS). La asociacion entre las variables se establecio con el coeficiente de correlacion de Spearman (r). Se conto con la participacion de 49 ninos en edades entre 9 y 11. Se encontro relacion significativa el clima escolar en la subprueba de bullying y el bienestar infantil general (r=-0,30, p=0,03), de correlacion significativa entre el clima escolar de profesores y el bienestar infantil en la subprueba de bienestar subjetivo (r =0,40, p=0,04) y en la prueba de clima escolar de companeros con el bienestar de los miembros de la familia (r=0,32, p=0,02). Se discute la relacion entre el clima familiar y el bienestar infantil y familiar desde una perspectiva ecologica, asi como la necesidad de reconocer el alcance de estos indicadores en la calidad de las relaciones de los ninos y en el futuro cercano. EnglishA cross-sectional study was carried out, which aimed to establish the relationship between child welfare, family welfare and school climate in children of a public school of the Fundacion (Magdalena, Colombia). Family well-being was quantified with the scale Family Members Well-Being Index (FMWB), child welfare with the Child Welfare Inventory (IBI) and school climate with the School Social Climate Scale (ECLIS). The association between the variables was established with the Spearman correlation coefficient (r). The study was attended by 49 children aged between 9 and 11. A significant relationship was found between school climate in the bullying subtest with child welfare (r=-0,30, p=0,03), school climate in the teacher’s subtest and the children welfare in the subjective wellbeing subtest (r =0,40, p=0,04) and the school climate and the Family Well-being scale. The ecological perspective and the relationship between family climate, the child well-being and the family well-being is discussed, and the scope of these indicators should be further studied. The quality of children's relationships and in the near future