Since 1985 we have been investigating the violence egainst children and the possibility that the education counteracts it (Peiro, 1993, 1997), also a number of behaviors that could cause educational problems is detect (Peiro, 2000-2012). This situation is common on European education systems (OEVS, 2015 ; CRS, 2005). Similar results were also obtained in other Spanish regions (GICA and other researches) as well other countries (Sousa et alii, 2004).

 Beyond the physical risks sometimes incurred by pupils and school staff, we know that the psychological risks are very significant: they include depression, dropping out of school, absenteeism through fear of the school and more disturbing outcomes, such as, suicide attempts. So, for more than thirty years, the production of national and international studies concerning millions of children and youths, involving a broad and diverse scientific methods, have increased. The globalization of the problem has been shown by empirical data collected within the fields of juvenile delinquency, school bullying, or the deterioration of the school climate in bond with the minor micro- violence and victimizations, repeatedly (IOVS, 2015).

 We have also studied the effects on teaching and citizenship, in agreement with other researches, as Makarova & Herzog (2013) which states: Teachers with assimilative attitudes are also likely to punish students for misbehaviour, but tend to have a deficiency in the ability to diagnose social tensions among students. Teachers with assimilative attitudes who report high levels of disruptive behaviour in their classroom have the strongest tendency to punish and the lowest level of diagnostic expertise in social areas. Also cause direct and indirect (structural and cultural) violence towards the other, concentrating especially on processes of exclusion from educational settings (Schröttner,  2009), this is inefficient because teachers lose excessive time to deal with (Xinrui & Che, 2012). So misbehaviours impact learning in the classroom as well as the educational climate of the institution, as is reported between 1990 and 2002 in US (Fish, Finn,  & Finn, 2011). WThose before can damage the democracy of the future by the social effects that are occuring, because these types of behaviors violate human dignity, specified in human rights and social justice (Stavroula, 2012).

 Categorizing the facts as Olweus (2005) says, not all bullying is violence, or any violence is bullying and other phenomena outside these categories; at the same time, when indiscipline increases, then violence and school bullying could happen (Debarbieux, 1999; Blaya, & Debarbieux, 2011).

 To operate with the school reality, we collect from different sources before mentioned a number of school climate’ variables: sexual abuse, addiction, aggression, learning disruptions, dropout, discrimination, falsifying documents, abuse, gangsterism, hooky, delay, theft, vandalism, xenophobia. According to papers on ECER (Peiró, 2007), the prevailed behaviours are addiction, aggression, insult, negation of the facts, not forgiving so there is a resentful, delaying, and vengeance. In ECER-2009 (Peiró, 2009) mostly was related: insult, delay, dropout. We also thought it was worth noting for each variable effects: deterioration of the environment in the classroom, dropout, emotional problems-discrimination, dependency, insecurity, exclusion, failure, and others could be written.

 In order to study, we wonder as heuristic questions; a) what behaviors affect more against school conviviality?, b) how each of these affects school climate, c) Shall affect those likewise both teachers than students? This is know to ask how such subjects estimate the effects of each variable.

So, the aim of this research intends to know & to ask how such subjects estimate the effects of each variable.

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