This paper reviews the literature concerning school-wide discipline systems. It examines strategies suggested by experts, the effectiveness of these systems, and research indicating promising school-wide discipline practices. Only systems containing proactive or positive school-wide procedures were considered in the review of 34 articles. The study identified ten commonly used strategies, then analyzed similarities and differences as well as whether the use of the strategy was empirically justified or not. All of the systems reviewed incorporated at least two of the strategies and 76% used three or more. Results suggest that no one strategy is powerful enough to be effective in isolation. The strategies analyzed, in order of frequency of use, are as follows: (1) teaching social skills to students; (2) development of school and class rules; (3) 3-tiered systems (strategies for all students, intense strategies for students at-risk, and individual strategies for specific students); (4) community involvement; (5) school climate; (6) individual counseling; (7) teaching students negotiation and choice-making skills; (8) thinking time/processing time; (9) peer mediation; and (10) effective instruction. (Contains 22 references.) (DB)