One of the key ingredients of social, emotional and intercultural competencies, which contributes significantly to a positive and inclusive classroom climate is empathy (Zorza, 2015). Empathy enables us to understand others and feel connected with them (Eisenberg, et al., 1996). High ability of empathy, which includes cognitive (e.g. taking the perspective of another) and emotional components (e.g. personal distress), is associated with numerous positive effects on relationships and behaviour (e.g. prosocial behaviour), while the lack of it is associated with many negative effects (e.g. aggression) (Davis, 1980). Establishment of positive relationships with others and empathy are associated with psychological well-being of students (Shanafelt et al, 2005). The aim of the present study was to analyse the associations between empathy, perceived classroom climate and well-being among students of the 8th-grade. We will present the analysis from three EU countries (N: Slovenia: 107, Sweden: 86, and Croatia: 79) who participated in the pilot of the European Erasmus KA3+ Hand in Hand project. We analysed predictive power of empathy (IRI; Davis, 1980) and the perceived classroom climate (Positive class climate; Stöber, 2002) on the well-being (WEMWBS; Stewart-Brown et al., 2011). Results show, that in all countries, personal distress (one component of empathy) is an important predictor of the student’s well-being. Results are discussed in light of guidelines for school practice.