This qualitative study delved into how educators, administrators, and counselors at a North Texas middle school perceived the impact of a school anti-bullying initiative on student behavior and school climate, guided by Bronfenbrenner's socioecological theory. Two main questions were explored: How do these educators, administrators, and counselors describe the influence of the anti-bullying initiative on student behavior? and how do they perceive its influence on school climate? Using convenience sampling, participants with specific criteria, such as experience with the Sandy Hook Promise program, were selected. Data collection involved semi-structured interviews and focus groups with 19 teachers, 3 principals, and 3 counselors, providing diverse insights within the school community. Thematic analysis, following Braun and Clarke's six phases, revealed six overarching themes: understanding bullying, school strategies, collaboration, support initiatives, external factors, and systemic approaches. Participants stressed the importance of identifying various forms of bullying, implementing proactive measures, fostering stakeholder collaboration, providing educational programs and support services, considering external influences, and adopting consistent school-wide policies and practices. This study enhances understanding of anti-bullying efforts, offering insights for improving policies and programs to effectively address bullying, promote positive behavior, and foster a supportive school climate. Recommendations include gathering diverse student viewpoints, assessing long-term impacts, and evaluating staff training programs for implementing anti-bullying initiatives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]