The climate of the school is central to the educational mission of a school (Anderson, 1998; Sherman et al., 1997; Jenkins, 1997; Lockwood, 1997). Anderson surveyed recent school safety research and found that altering a school's internal climate can have a significant positive effect on the feeling of safety in the school community. Gottfredson (1989) and Sherman et al. reviewed studies that examined school climate and concluded that how schools are run is directly related to the level of behavioral disruptions in schools. For example, schools in which administration and faculty lack communication and do not work together to problem solve have lower teacher morale and higher student disorder, and schools where rules and reward structures are unclear, and where there are ambiguous consequences (e.g., lowering of grades due to misbehaviors), experience more disorder. Further, schools in which students do not believe they belong and feel uncared for by school personnel experience higher levels of disorder (Gottfredson, Sherman et al.). Conversely, factors such as high expectations among school staff, students, and parents for student achievement, orderly school and classroom environments, high morale among school staff and students, positive treatment of students, active engagement of students, and positive social relationships among students positively impact school climate (Stockard & Mayberry, 1992). This research suggests that school violence is a reflection of the school climate.