TO RESPOND TO AN INSTITUTION THEY NEITHER CREATED NOR CONTROL, STUDENTS USE THE SAME TECHNIQUES OF ORGANIZATION FREQUENTLY USED BY ADULTS IN LARGER SOCIETY. THE STUDENTS CREATE A SUBCULTURE THAT MAKES IT POSSIBLE FOR THEM TO RESPOND TO WHAT THEY PERCEIVE TO BE A DISPROPORTIONATE AMOUNT OF SOCIAL POWER IMPOSED UPON THEM BY THE EDUCATIONAL INSTITUTION. THIS SUBCULTURE PROVIDES STUDENTS WITH A COLLECTIVE IDENTITY, ALTERNATIVE NORMS AND VALUES, AND THE POWER TO UNDERMINE THE INSTITUTION THAT ATTEMPTS TO CONTROL THEM. TRADITIONAL RESPONSES TO SCHOOL VIOLENCE AND VANDALISM RELY ON EVEN GREATER IMPOSITION OF THE VERY POWER AND CONTROL THAT STUDENTS ARE REBELLING AGAINST. THE PROBLEM OF VIOLENCE AND VANDALISM IS PERPETUATED RATHER THAN CONTAINED. SCHOOLS CONTINUE TO USE THESE FUTILE APPROACHES BECAUSE THE REAL SOLUTION TO THE PROBLEM LIES BEYOND THEIR CONTROL. THE SCHOOL IS MERELY THE FOCAL POINT FOR STUDENTS' COLLECTIVE AND INDIVIDUAL RESPONSES TO FORCES THAT REFLECT THE LEGAL, POLITICAL, AND ECONOMIC SYSTEMS OF SOCIETY. THERE IS EVIDENCE, FROM THE UNITED STATES AND OTHER COUNTRIES, THAT STUDENT VIOLENCE AND VANDALISM ARE LINKED TO FEELINGS OF SOCIAL INADEQUACY AND UNCERTAINTY AMONG STUDENTS. BECAUSE ITS SOURCES ARE IMBEDDED SO DEEPLY IN AMERICAN SOCIETY, PUBLIC SCHOOL VIOLENCE MAY NEVER BE ERADICATED. BUT IT PROBABLY COULD BE REDUCED BY TREATING STUDENTS AS ADULTS AND RECOGNIZING THEM AS PARTICIPATING MEMBERS OF SOCIETY. (LKM)