One of 52 theoretical papers on school crime and its relation to poverty, this chapter presents a model of negotiation as a means to resolve school conflict. The assumption is that school conflict is inevitable, but student delinquency is not. Delinquent behavior results from the way that the school deals with conflict. Students resort to delinquent behavior in dealing with conflict because of the lack of opportunity in the school for students verbally to express anger as specific formal grievances; to hear both parties to conflicts express their grievances; and to participate in making decisions on matters that affect their interest and welfare. The school, by punishing delinquent behavior while ignoring its causes, escalates anger, polarizes conflict, and then resorts to the use of more and more avoidance and force to resolve conflict. In the model of negotiation suggested, both sides should (1) provide direct verbal expression of anger over specific issues; (2) analyze the conflict in terms of the issues stated by each side and in terms of the protection of each side's civil rights and civil liberties; (3) agree to common statements of issues; (4) agree to gains and concessions for each side; (5) agree to each side's responsibilities for implementing agreements; and (6) agree to the time and criteria for evaluating implementation. An example illustrates the use of the negotiation model. (Author/MLF)