One of 52 theoretical papers on school crime and its relation to poverty, this chapter examines the relationship between the major goal of affective educational programs--improved student self-esteem--and school crime. The author believes that by focusing on the whole person, not just the cognitive domain, schools can have an impact on the school crime problem. The theory and ground rules of two well-known affective education programs, Schools Without Failure and Values Clarification, are presented with examples and research data. (Author/MLF)