This study assessed teachers' and administrators' perceptions of school-related violent acts on non-involved students' attendance and academic performance. The researcher began the investigation by completing a quantitative analysis in a large inner-city high school in a southeastern state, assessing the impact of violent acts on the attendance and grades of students not involved in the violent acts. This part of the investigation is referred to as Study 1. The researcher's findings from Study 1 included archival data from Algebra I classes within the school for a ten-year period, from the 2008-09 through 2018-19 school years. This study indicated no significant effect on either grades or attendance after a violent act occurred on campus. Due to no significant findings in Study 1, the researcher determined to investigate why this was true. The researcher then initiated a qualitative investigation with teachers and administrators from the study school during the same time frame. Six people (four math teachers and two school administrators) participated in the qualitative follow-up portion of this study's interview sample, referred to as Study 2. The researcher attempted to comprehend and explain the subjects' shared experiences and outcomes through narrative interviews. This phenomenological investigation allowed the researcher to study the subjects' similar experiences but from their individual points of view. Selective and open coding was involved in analyzing the transcripts. Constant comparison was used at each level of research to refine the data until themes developed from the data. Examination of those areas revealed the following significant themes regarding the potential reasons that no significant differences were found in Study 1: communication, a feeling of safety, neighborhood incidents, school safety procedures, grace (teachers and administration while working with students on attendance and academics when not required), and no real change. [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.]