While school safety prevention and intervention efforts have been a recent focus of research and policy, the prevalence and impact of violence against educators in schools has been largely understudied. The present study completed a critical review of the research from 1988 to 2015 on violence directed against educators in elementary, middle, and high schools, as well as colleges worldwide. A structured review coding system was used to code and analyze variables in the literature across five dimensions (i.e., educator characteristics, student characteristics, school characteristics, methodology, outcomes). Inter-rater reliability was computed between independent coders, yielding an overall percent agreement average of 94%. A total of 33 studies from 32 articles were included in the review, consisting of 48,433 educators and 85,426 students. Findings on specific sample and context characteristics and methodology used by the extant literature are provided. Educators in the studies were primarily Caucasian females who taught in general education classrooms and in public schools. Few studies included students in the samples and there was limited information on school characteristics. Studies primarily used surveys as measures and there was a lack of consistency among constructs measured and statistical tests employed. Possible risk factors for educator victimization were being Caucasian and employment in secondary schools, schools with a high percentage of minority students, and schools with a lower socioeconomic status. Directions for research and practice are also discussed. [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.]