This project is not merely a scholarly work. It is a bold exploration. Through the perspective of educational researchers, it aims to shed light on the complex phenomenon of misconduct in the school environment, not through the cold lens of statistics but with a human perspective that seeks meaning, causes, and answers. In this context, the present collective publication aspires to make a meaningful contribution to the scientific and educational dialogue surrounding school misconduct, not through moral judgments or condemnation but with tools of understanding, analysis, and educational redefinition. The authors involved in this publication, coming from various scientific fields, compose a multifaceted mosaic of research ideas and practical experience. In this framework, the book does not limit itself to a mere account or acknowledgment of problems. On the contrary, it is an invitation for critical reflection and a redefinition of the concepts we use when talking about misconduct, order, discipline, justice, or school safety. Furthermore, it offers readers—whether researchers, educators, students, or even policymakers—a tool for analysis and reflection that can inspire new pedagogical and institutional practices. This collective work is ultimately a gesture of pedagogical responsibility and hope. It is addressed to those who do not give up in the face of complexity but insist on seeking ways to keep the school a space of learning, empowerment, and humanity. Because every misconduct hides behind it a story that seeks to be heard, and education has the duty to listen. G. Panayiotopoulos