Two studies were conducted to determine educator, student, and parent perceptions regarding school discipline in Tennessee. Nearly 4,000 educators and 3,000 students responded to instruments designed to ascertain existing discipline problems, related influences, and appropriate corrective actions. Various demographic characteristics were used in data analysis. Educators, students, and parents identified apathy and inattention as two of the leading discipline problems. Out-of-school influences were seen as most important, with differences in specific factors mentioned. Conferences with students or parents were consistently recommended to handle problems, but their widespread use was not evident. (Author)