This study aimed to uncover key variable relationships underlying social marginalisation of students in public schools. Structural equation modelling was conducted on a large subset of the Danish Programme for Learning Management survey (2017) containing both student (Grades 4-10, ages 10-16) and parent responses (N = 42,702). The Social Marginalisation Scale (SMS) was utilised. The results indicate that teacher support is vital for securing a positive classroom environment and for protecting students against social marginalisation. Moreover, a stronger parental community was associated with a more supportive classroom environment and lower social marginalisation in school.