Based on the understanding ‘’ think globally, act locally’’, and considering school as a micro social universe, the understanding of the actions that take place in the school’s environment may represent a step towards better comprehension of broader issues, once the life quality of students, teacher and staff is significantly affected by that place’s quality. Following this line of thought, the same way that it happens in urban space, the social-physical qualities of the school’s environment represent a type of ‘’hidden curriculum’’ which leads the educational community to a continuous learning that includes laws and social behaviors. However, it is evident that, in the last decades, violence has increased in schools and this has happened in small and big communities all over the world, demanding the taking of action which many times means more violence, for example, when police interference is needed. Widely studied in the context of today’s social issues, especially on its increasing vulgarization in everyday life, in school the violence is manifested through physical and verbal aggression related to people and the property. The media reports this kind of vandalism with shocking pictures of: spray-painted walls, broken furniture/equipment, doors forced open, destroyed or stolen lamps, the general use of bars on the doors and windows . This situation has many interpretations, such as: (i) protest; (ii) lack of hope for a better future; (iii) ways of trying to get attention to, educational system’s problems, especially public; (iv) revolt because of the lack of facilities and services offered. Environmental psychology can help understand this issue by drawing analyses that join together the comprehension of the social climate and social and physical characterization of institutions, emphasizing the value given by the users to the space and its socio-environmental image. In a project of research that investigates this phenomenon in order to come up with strategies to stand up to and prevent the vandalism against scholar buildings in medium sized cities, an initial step was to hold focus groups with teachers and students. The activity pointed out as key-factors to be investigated: (i) integration of schools in the city and neighborhood, especially its opening/permeability to the local community; (ii) school’s size; (iii) social and physical densities; (iv) security conditions (property and personal), decreasing the entry of weapons and drugs; (v) ways of occupying the glebe area, mainly the reduction of places where the social control is difficult; (vi) construction material and its conditions to maintenance; (vii) quality and quantity of the furniture and equipments available; (viii) conditions of environmental comfort inside and outside( lights, acoustic, shades, ventilation); (ix) possibilities of students and teachers effective participation on the school’s management, including interference on its physical arrangement. Furthermore, participants emphasized the needs for some space to discuss “non-scholar” subjects, brought up by the social context in which students are involved and consider important to them. Considering the environmental issues faced globally, the study of schools may seem to be to give attention to a single drop of water in an ocean of huge and urgent problems to be faced. However, the lack of care for the social and physical ambient of our schools clearly represent what is going on with the planet. If we cannot keep a place that is often frequented healthy, expanding the scale and complexity of the problem to global dimensions will only make it more abstract and less palpable. So, perhaps it is exactly by understanding these smaller universes that it will become possible to define strategies for coping with larger issues.