The collection of articles in this special issue on relational aggression gives a glimpse into the complex social networks, first, of children's relational aggression and, second, of the collaborators who develop and validate children's prevention programs. The programs described in this special section are among the first to address relational aggression explicitly and to begin to create an evidence base for programs to prevent it (see also Salmivalli, Kaukiainen, & Voeten, 2005). In this commentary, the author highlights key questions raised by their approaches to relational aggression: Is it a girls' world? Is early adolescence a critical period for intervention? Is relational aggression a result of individual social skill deficits or pathology, or of social norms, or of both? Can one see it? The author ends by briefly discussing the art and science of program development, evaluation, and dissemination that is so eloquently described in these articles and the benefits of collaborations among researchers, school personnel, and parents for keeping schools safe for children's healthy development and learning.