Rapid urbanization in Iran has increased the demand for educational services, leading to the expansion of non-governmental (private) schools. Although these schools were initially established to address shortages in public educational resources and to encourage private sector participation, in practice they have often intensified socio-spatial inequalities. This study examines the spatial distribution of non-governmental schools in Zanjan City from a spatial justice perspective.The research employs a descriptive–analytical approach based on documentary and field data. The statistical population consists of 57 active non-governmental schools operating within the educational districts of Zanjan during the 2021 academic year, all of which were analyzed. Spatial analyses were conducted using Geographic Information Systems (GIS) and spatial statistical methods, including the Nearest Neighbor Index, Global Moran’s I, hot and cold spot analysis, kernel density estimation, standard deviation ellipse, mean center, and geographically weighted regression (GWR). The results reveal a clustered spatial pattern of non-governmental schools, with a Nearest Neighbor Index of 0.71. These schools are predominantly concentrated in the central and northern neighborhoods of the city—such as Kuyi Nasr, Karmandan, Andisheh, and Vahidiyeh—which have relatively favorable socio-economic conditions. In contrast, western and disadvantaged neighborhoods are almost entirely devoid of such schools.Service coverage analysis indicates that non-governmental primary schools cover only 57% of the city’s area, while secondary schools cover approximately 81%, leaving densely populated yet deprived areas underserved. Although a significant relationship between the number of schools and the school-age population exists in some neighborhoods, the overall distribution does not correspond well to demographic needs. Overall, the spatial distribution of non-governmental schools in Zanjan does not align with the principles of spatial justice and is largely driven by economic and profit-oriented considerations. This pattern undermines equitable access to quality education and exacerbates socio-economic disparities.