Based on the premise that classroom interactions unfold through a complex series of circular influences between teacher and students, the aim of this longitudinal study was to test a reciprocal effects model connecting students’ perceptions of interpersonal justice, on the one hand, and student engagement, agency and anger, on the other. Self-report measures of interpersonal justice, student engagement, agency and anger were collected from 454 Year Nine students from Northern Italy in a 3-wave longitudinal research design. Structural equation modelling with latent variables indicated that interpersonal justice in wave 1 had a negative effect on both student agency and anger in wave 2, while interpersonal justice in wave 2 only negatively predicted student anger in wave 3. With respect to the reciprocal effects, student engagement in wave 2 was found to positively predict interpersonal justice in wave 3, while a negative effect close to statistical significance was observed from student agency in wave 2 to interpersonal justice in wave 3. These results are discussed in terms of their implications for teacher practice, as they emphasize that (a) the two main facets of student participation, namely engagement and agency, are differently interconnected with the learning environment, and (b) the perception of being treated fairly is important to the point that its deficiency triggers a persistent feeling of anger in students.