Safety has never been as bureaucratized as it is today. Over the past two decades we have seen the blooming of safety rules and legislation, and schools do not follow short. But at the same time, since the Columbine High School massacre set off a nationwide moral panic in 1999, there have been ten school shootings in which four or more people were killed. Including the death or suicide of the perpetrators, these mass shootings have resulted in 122 fatalities. In order to prevent school violence, several safety measures have been created. However, school violence has not disappeared and ranges from severe and lethal incidents such as the events this year in Florida, Marjory Stoneman Douglas High School to more lenient but still unwanted forms making everyday school life difficult for students and staff members alike. This project discusses the insights from the so-called resilience engineering school, and apply these understandings to how school violence is managed. The theory suggests that remarkable safety performance on minor incidents tends to increase the risk of events of larger magnitude. By eradicating the minor events through tightening safety protocols, the possibility to learn from these events is lost, together with the full potential of human resourcefulness that could be harnessed towards creating safety success. Thus, safety research has shown that the link between minor and major accidents is not always there. It questions the “theory” of broken windows, which seems to be the general idea behind many school violence prevention approaches, that is, by controlling every minor occurrence of school violence, more severe school violence could be prevented.