Since children spend a large percentage of their waking hours in school, schools are in a unique position to help children learn how to get along better, both in and out of school. For some children, teachers are the only positive adult role models in their lives. Schools also offer an opportunity to reach children at an early age, when behavior is not so entrenched. Given that most incidents of youth violence occur within peer groups, classrooms are the logical place for children to learn and practice interpersonal skills. To be successful, schoolwide violence-prevention programs require a concerted effort by school staff. Before adopting a curriculum, educators must understand the origins of antisocial and prosocial behavior, which teaching methodologies and skills have proven to affect behavior, and which programs offer the most promise. In the initial stages of program implementation, attainment of teacher "buy-in" and provision of training and ongoing support are critical to success. Nonteaching staff and parents and guardians also need training and support in reinforcing violence-prevention skills. Evaluation of the program should be carefully designed and conducted over time. By following these guidelines for implementation, educators can help ensure that the risk of violence is reduced for children. 67 references