Semistructured interviews were conducted with all 59 sample subjects. The open-ended nature of the questions asked allowed the researchers to assess the individual's level of personality growth and to explore perceptions of the homicidal event and processing through the adult criminal justice system. Interviews with the three learning disabled subjects and another learning disabled, gifted youth who was referred for assessment by the court prior to conviction strongly suggested that low self-esteem occasioned by academic difficulties and a vital sense of ineffectiveness as persons were part of the motivational dynamics behind violent crime. A case history is detailed which illustrates the failure of family and school to help the boy come to terms with his academic and social difficulties and to make a satisfactory adjustment to adolescence. It is felt that teachers can play a pivotal role in preventing violence among students by following five basic tenets: students must be recognized and valued as individuals; respect for self and others must be fostered; empathic thinking must be facilitated; reinforcement must be given; and external structure must be provided. 17 references