<p>In the era of heightened global focus on social justice and equity, educational practices are undergoing significant reform to better cater to the diverse needs of students. Amongst these innovations, the student voice for social justice (SVSJ) pedagogy has emerged as a pivotal approach, as it emphasises the integration of students’ perspectives and lived experiences to foster an equitable learning environment. Despite its significance, research on SVSJ within the Chinese educational context remains scarce. To address this gap, the present study adopts structural equation modelling (SEM) to investigate the intricate interplay between classroom climate, willingness to communicate (WTC), creative thinking, and classroom engagement, all of which resonate with the core principles of SVSJ pedagogy. The results highlight the central role of classroom climate in predicting classroom engagement, emphasising its foundational importance in creating an environment conducive to learning and participation. Furthermore, creative thinking emerges as a crucial mediator, bridging the gap between a positive classroom climate and enhanced engagement. Notably, WTC exerts an even stronger mediating influence in this relationship, highlighting the significance of fostering an open and communicative classroom culture. Taken together, these insights offer a more refined understanding of the ways in which classroom dynamics influence engagement in socially just educational settings, offering some insights for educators, policymakers, and stakeholders in China and globally.</p>