Publisher Summary This chapter focuses on school-based bullying interventions and various school factors concerning bullying. School context refers to predetermined characteristics of a school, such as grade level, size of student enrollment, class size, racial and ethnic composition, and the school location. School climate refers to the inner workings of the school such as the social organization of the school, the system of social relations among teachers and students, and the cultural system of norms and values in the school. Schools in which teachers are more likely to discuss bullying with students, recognize bullying behavior, are interested in stopping bullying, and actually intervene in bullying incidents are less likely to have a bullying problem. One aspect of school climate that would seem to greatly influence the level of bullying in a school is the social organization of the school. Either as an isolated problem, or as a precursor to more violent behavior, schools should focus on the reduction and prevention of bullying. Research on school-level predictors and school-based interventions clearly indicates the importance of both the school context and school climate factors. However, more research is needed before firm conclusions can be drawn. The effects of several school context factors, such as size and location, are still unclear.