The problem of unsafe schools, in the sense of schools being afflicted by incidences of violence, crime, and general anti-social behaviour, is a worldwide problem. Not surprisingly, the literature on the subject tends to centre on two issues: understanding the problem, and avoiding or combating the problem. This paper focuses on the second by presenting a discursive framework for thinking about school safety based on four premises about tolerance, and by particularly focusing on the capability approach. The four premises about tolerance discussed in this paper include the following: (1) tolerance as recognition of differences; (2) tolerance as empathy and compassion with others; (3) tolerance as respect for others and their rights; and (4) tolerance as the development of the inherent capabilities of others. The premises regarding tolerance and capabilities provide the vocabulary necessary for reflection about the creation of schools as safe places. By employing strategies to teach learners what they need to know to get along in school and society, we strengthen the learners, the social systems, and communities. [For the complete Volume 13, Number 1 proceedings, see ED568595.]