The article gives a review of the investigations publicised in the scientific papers of various countries, which reveal the increase in social closure and analyse the problematic conception of social withdrawal; introduces the theoretical (ideal) model of a socially integral teaching/learning environment in the classroom; uncovers its impact on the behaviour of the learners who tend to socially withdraw; discusses their understanding of integral teaching/learning environment as well as the value and possibilities that such an environment provides them to help become active, which is authentically based on their own wording of this understanding and experience acquired while implementing the above-mentioned model in the classroom; and submits their thoughts about socially integral teaching/learning environment, its impact on their state of mind in the classroom and their willingness to learn and participate in class activities.