Truancy is a longstanding, unresolved educational issue in countries where there are compulsory attendance policies. It represents a long-term cost to society in expenditure on health, well-being and incarceration. Previous research has focused on key demographic variables related to truancy, causal factors, interventions and a variety of viewpoints; however, there is a paucity of evidence about student perspectives that investigates how truancy begins in class. Findings from a grounded theory, qualitative, doctoral New Zealand study show that students detached from peers when they felt unworthy, did not trust their peers, were discouraged from interacting with friends, and felt unsafe in the classroom due to ridicule from peers and 'wagged' (truanted) in class. The significance of peer relationships influencing students at-risk of leaving class and truanting from school suggests the possibility for management teams, teacher and counsellor intervention in order to deliver a safe school environment, acknowledge challenging life situations and provide guidance to support students who 'wag-in-class' to act strongly in a time of crisis and to facilitate positive peer relationships. These intentional behaviours offer opportunities to improve student well-being and diminish future truancy.