Theoretical approaches which explain vandalism in terms of the vandal's individual characteristics or as a manifestation of social problems are summarized, as are methods of defining vandalism, trends, and characteristics of both perpetrators and highly vandalized schools. Special consideration is given to the results of the 1977 congressionally mandated Safe School Study. An analysis of major options in prevention programs discusses building security, target hardening, architectural change, efforts to modify student behavior, community involvement, institutional change, and curriculum innovation. Case studies of different prevention programs in California, Michigan, Wisconsin, Texas, Virginia, and Florida are presented. A framework is then proposed to help school administrators develop and select an effective, cost-efficient vandalism control program. Using this system, school officials first assess the extent of their vandalism problem, identify potential resources, develop a plan, and provide for an evaluation mechanism. The concluding chapter urges students to become involved in planning a program and comments on differences in strategies between urban and nonurban areas. Specific variables within the school appear to be major influences on vandalism, and educational and security programs should address these basic causes while complementing the educational process. A resource guide on vandalism problems and strategies is appended along with sample forms to evaluate security report vandalism. An extensive bibliography contains over 400 references. An index is provided. (Author abstract modified)