With training in prevention, consultation, child and adolescent development, and program evaluation, school psychologists should be active members of schoolwide teams charged with implementing those programs. As members of those teams, school psychologists are in an excellent position to advocate for evidence-based interventions to improve school climate as a means of achieving other positive outcomes, such as decreased bullying and violence and enhance social, emotional, and academic learning. Likewise, they are in an excellent position to argue that, in many school prevention programs, student perceptions of school climate are as important, or more important, than are other outcomes more commonly evaluated in the schools, such as office disciplinary referrals, suspensions and expulsions, and teacher ratings of student behavior. That is, regardless of the number of behavior problems reported by the school, students may or may not like their school or perceive it favorably with respect to safety, fairness, and relationships with teachers and students (Arum, 2003; Bear, 2010)— perceptions that have shown to be related to a number of important academic, social, and emotional outcomes.