The present study prospectively explored the effects of personal attributes (self-esteem and introversion) and social support factors on passive behaviour in the classroom in a sample of 259 (132 females, 127 males) students in two secondary schools. In the longitudinal multivariate analysis, the student's perceived passive behaviour in the classroom at time-point two (T2) was predicted by the initial level of passive behaviour, self-esteem, introversion, and by social support from classmates. Support from teachers and parents at time-point one (T1) were not associated with passive behaviour in the classroom.