The opening chapter reviews the most recent statistics on violence in American schools and precedes a discussion of the relationship among values, school rules, and moral development. The theme of justice is presented in various contexts, concluding with a focus on the educational context and Supreme Court decisions bearing upon school disciplinary procedures. The judicial response to disciplinary methods used by schools against students is examined in detail in the second chapter. Due process, which involves substantive and procedural rights accruing to persons affected by government activity, is reviewed briefly in the chapter before an investigation of the salient cases that define contemporary school discipline. One chapter develops a model of student behavior that can be termed discipline problems. By applying the model, school personnel can identify disruptive students early and attempt to prevent violent behavior. Examples of classroom interaction among students and teachers are portrayed and insights about classroom behavior and ethical development are considered. Understanding the nature of educational conflicts so school personnel can avoid destructive results and facilitate constructive resolutions to conflicts, is addressed as is resolving school conflicts in a way that conforms with educational goals. A discussion of policies and practices is based on the foundation established in the earlier chapters. References accompany each chapter, and a subject index is provided.