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Educational policies have re-examined the issue of school discipline and improved the regulatory framework in order to lower the level of violence in schools. The goal of this paper is to gain a better understanding of the link between these policies and the experiences of staff in the classroom. The research consists of two pillars: a quantitative investigation (students) and a qualitative investigation (lower-secondary school teachers). Students??? feelings of being unjustly treated highlight the low level of commitment by the teachers to the regulatory framework and the educational challenges of maintaining school discipline. The reticence of staff and the difficulties they encountered in adopting a common approach towards improved behavior in school are also explored.