As part of a 7-part curriculum series on preventing and reducing school violence, this instructional guide explores ways of improving the school climate without intervention at the administrative or community level. In the course's first segment participants view a videotape of a New York City high school and evaluate the environment. The determinants of a school climate and assessment techniques are covered in lectures with examples drawn from 16 programs used in Colorado schools. A model developed by TDR Associates in Massachusetts for training teams of students, parents, and teachers who work to change the environment is highlighted. The second session addresses stress as an element of the school climate, beginning with an overview of work stress among school personnel and then having participants complete the Holmes-Rahe Social Readjustment Scale. Student stress is also considered, along with ways to alleviate stressors in the school environment. The course then proposes student involvement in school policies and outside youth programs as a means of increasing self-esteem and competency with a resulting decrease in violent antisocial behavior. This presentation includes examples of programs in which students participate in school decisionmaking and evaluations. The final session discusses how law-related education which informs students of their legal rights and obligations while emphasizing nonviolent resolution of conflict can help to reduce violence and vandalism. For each class, an agenda with time limits and worksheets are provided along with extensive background materials such as articles, questionnaires, lists of resource organizations, and references. An annotated bibliography of audiovisual materials is included. For other courses, see NCJ 69749, 69750, 69752-55. For the Trainer's Guides, see NCJ 69756-62.