California is the only state to require school-violence training as a condition for state certification of teachers, school administrators, and pupil service personnel. This report presents findings of a study conducted by the State of California Commission on Teacher Credentialing's advisory panel on school violence. The study identifies the effects of school violence on students and school effectiveness and describes the preparation of certified personnel to cope with such behavior. Data were derived from focus-group sessions conducted with over 600 participants and from surveys that elicited responses from over 1,000 California educators, 360 educators from colleges and universities in 44 states, almost 100 school board members, and credential coordinators from 49 states. Focus group participants most frequently mentioned ethnic/cultural ignorance and gangs as the causes of school violence. They most frequently suggested implementing a multicultural curriculum and involving community agencies and law enforcement in partnerships as strategies to address school violence. They also reported that staff need training in multicultural sensitivity and conflict management. Of the hundreds of different experiences with violence, no single category was mentioned by more than 10 percent of the focus group. A large percentage of survey respondents said that violence was not a very big problem. Most educators responding to the survey felt unprepared to address school violence, and over 60 percent of all educators said that they wanted school-violence training. Extensive recommendations are made for teachers, administrators, student personnel service providers, other educators, educational system consumers, criminal justice agencies, local communities, and the Legislature. Thirty-two figures are included. (LMI)