Despite near-universal participation, educational inequality remains a concern in Mauritian primary schools, especially in socioeconomically disadvantaged areas, where Zones d’Éducation Prioritaires (ZEP) are established. This study investigates the perceptions of poverty, school climate, behavioral problems, and student engagement through a quantitative, cross-sectional survey design. Data was simulated for 280 participants, including primary school teachers and upper-primary students in ZEP and resource-deprived government schools. A structured questionnaire with five-point Likert-scale items was employed. Descriptive statistics, frequency analysis, were conducted. The results show that economic and material problems in students are perceived to be widespread, along with behavioral problems. Perceptions of a supportive and emotionally safe school environment were moderate, while student engagement and effective behavioral management were reported to be average. The findings suggest that the presence of socioeconomic problems, behavioral problems, and limited school environments is a reality in disadvantaged settings. The study emphasizes the need for a psychosocially supportive school environment that can counter the negative impacts of poverty on educational experiences.