Underlying the discussion on violence and anti-social behaviour in the school milieu is a diversity of values, social codes and individual characteristics. It points to the interdependent relationship between the interventions already undertaken at school and those undertaken in families and in communities. Three lines of discussion arise. The first concerns the perception of the legitimacy of violent and antisocial gestures, from the viewpoint of moral standards and of accepted practices within a given environment. The second line of discussion concerns the place of an individual’s responsibility, child or adult, in light of the need to respect collective rights. The third concerns preventative approaches to violence aimed at breaking isolation in favour of a broad social equilibrium. The prospects for development in the learning community come within the scope of this last line of discussion. The development of the roles of the various actors in fostering a climate where civil society can counter violence requires a meticulous examination of the participation of all concerned. The learning community provides an intervention framework capable of stimulating individual learning and critical thinking regarding negative forms of social practices and the ultimate transformation of overall perceptions.