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‪School climate is often highlighted as a lever for reducing violence in schools. This article reviews the empirical arguments that support this claim. It then presents two multilevel studies assessing the magnitude of the school effect on the risk of victimisation of students and teachers, and the links between school climate and these between-school variations. The results consistently indicate little variation between schools, particularly among students. Part of the between-school variations is associated with the composition of the student body, while another part is associated with discipline management and crisis management practices. The results presented question the supposed importance of school climate in preventing student and teacher victimisation and call for greater precision and rigour in the study of school climate.‪