This chapter ascribes to the operational definition of "school violence" as "any intentional verbal or physical act producing pain in the recipient of that act while the recipient is under the supervision of the school." Relevant 2002 data from the Bureau of Justice Statistics suggest that although the mass media promote the perception that school violence is rampant, violence-related behaviors in U.S. schools have declined in recent years. Most other researchers, using different data sources, have reached similar conclusions. Still, school violence remains a significant problem in America. There are two broad approaches to school violence: reactive and preventive. Reactive approaches attempt to respond to violence after it has occurred. Preventive approaches teach skills and alter the school environment in ways that will decrease the likelihood of a violent event occurring. In discussing violence prevention programs that can be effective in reducing school violence, this chapter discusses changes to the physical plant, antibullying programs, early childhood education, the development of interpersonal skills, conflict resolution and mediation, academic-related and classroom-management prevention strategies, second-generation social decisionmaking strategies, comprehensive organizational change, and the targeting of risk factors. A brief concluding section focuses on reactive approaches to school violence. It notes that advocates of reactive approaches believe that tough disciplinary action against the perpetrators of violent school crimes will deter others from committing such crimes; however, few evaluations have measured the effectiveness of the most common reactive interventions, such as expulsion, suspension, and referral to special education and detention. The chapter concludes that school violence will be prevented through comprehensive efforts across the full range of societal institutions. This approach, which is entitled Comprehensive Social Competence and Health Education, emphasizes a focus on enhancing students' health and social competence through coordinated intervention strategies at both the person/small group and organizational/environmental levels. This includes developmentally appropriate, planned, sequential, and coordinated policies, practices, and infrastructure that incorporate peers, parents, the full array of school resources, and community members. 89 references