The paper draws on the Trends in International Mathematics and Science Study (TIMSS) 2007 data for nearly 60 educational systems to explore the characteristics and patterns of school violence across a number of countries and the extent to which measures of violence are associated with achievement in mathematics and science. Using a multi-level modelling approach, we examine the relationship between school violence and mathematics achievement. Findings from the international model indicate the extent to which violence at and across different levels impacts achievement in a cross-country, large-scale assessment. This paper suggests significant policy-relevant issues about school and national violence and the implications for academic achievement in an increasingly global world. (Contains 7 figures, 1 table and 2 notes.)