Explanations of school disorder have suffered from at least two deficits: (1) institutional explanations of disorder (that is, school climate) have been largely ignored, and (2) insufficient attention to appropriate measures of disorder has guided research and policy. Like people, schools have their own characteristic personalities, or climates. Using survey responses from students in middle schools in Philadelphia, the author discusses the effects of school climate (such as clarity and fairness of rules) and individual student characteristics (such as age, sex, race, and dimensions of bonding) on different measures of school disorder, including victimization, avoidance, perceptions of safety, misconduct, and offending. The schools varied significantly on all measures of disorder, and school climate provided significant explanatory power for each. Results varied for different measures, though. For example, school climate predicted less serious misconduct more strongly than it predicted serious offending. School climate offers significant potential for enhancing both the understanding and the prevention of school violence.
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