Rapid urbanization in Iran, with its increased demand for educational services, has led to the expansion of non-profit schools. These schools, initially established to compensate for the lack of government resources and to utilize private sector participation, have in practice often exacerbated socio-spatial inequalities. The aim of the present study is to examine the spatial distribution of non-profit schools with a spatial justice approach in the city of Zanjan. The research method is descriptive-analytical and based on documentary and field data. The statistical population included 57 active non-profit schools in the educational districts of Zanjan city in the academic year 2021-2022, which were fully investigated. Analyses were performed using geographic information systems and spatial statistics techniques such as the nearest neighbor index, Moran's I global autocorrelation, hot and cold spot analysis, kernel density, standard deviation ellipse, central mean, and geographically weighted regression. The findings indicate a clustered distribution of non-profit schools (nearest neighbor coefficient 0.71) and their main concentration in the central and northern neighborhoods of the city (Kuy-e Nasr, Karmandan, Andisheh, Vahidiyeh) with better socio-economic status. In contrast, the western and underprivileged neighborhoods almost lack these schools. The service coverage of primary schools covers only 57% and secondary schools about 81% of the city area, and high-density but deprived areas lack adequate access. Although a significant relationship was observed between the number of schools and the school-age population in some neighborhoods, the overall pattern is not consistent with population needs. Finally, the spatial distribution of non-profit schools in Zanjan is not consistent with the principles of spatial justice and is more influenced by economic and profit-driven factors. This situation disrupts equal access to quality education and exacerbates the class gap. It is suggested that the location of these schools be reviewed based on population, deprivation, and compensatory distribution indices.