This study categorizes types of interpersonal violence and relates such incidents to other facts which can contribute to potentially explosive situations in desegregating schools. Data were collected on: specific types and frequencies of interpersonal violence in three junior high schools; assessment of motive(s) of aggressors in such incidents; findings as to the relative degree of interpersonal familiarity of victim and aggressor; and, overall student responses concerning specific attitudes and incidents relating to their experiences within these desegregating schools. Analysis of the data provided by this study indicates that specific factors seem to have resulted in significantly different experiences for students in each of the three schools involved in this research with the greatest differences appearing between those grades which were the major focus for desegregation and those which were not. Approximately five to ten times as much interpersonal violence occurred in those grades which were actually being desegregated and this higher frequency of violence seemed directly related to the disruption of status differences among students involved in desegregation. In addition students who attended schools where such violence was more frequent reported less commitment to the school and less confidence that problems were actually being responded to by school staff members. (Author/JM)