OBJECTIVE:

The impact of a manual-based antiviolence program on the learning climate in an elementary school over 4 years was compared with the outcome in a control school.

METHOD:

The two schools were matched for demographic characteristics. The intervention in the experimental school was based on zero tolerance for bullying; the control school received only regular psychiatric consultation. Disciplinary and academic achievement data were collected in both schools.

RESULTS:

The experimental school showed significant reductions in discipline referrals and increases in scores on standardized academic achievement measures.

CONCLUSIONS:

A low-cost antiviolence intervention that does not focus on individual pathology or interfere with the educational process may improve the learning environment in elementary schools.