Deadly Lessons, a report funded by the National Research Council and the Institute of Medicine (2003), examined case studies of incidents of lethal school violence, providing a rare glimpse into the peer and school cultures surrounding school shootings. The authors of the report determined that there was sufficient evidence across the eight case studies to conclude that the sense of cohesion between youth and adults in these schools was lacking. The authors described a disturbing disconnect: teachers and school administrators in these schools seemed to be unaware of students’ concerns about status issues, experiences of peer victimization, and overall ability to respond to social situations. Taken together, these findings prompted the authors to conclude that the students in these schools may have felt that they had “nowhere to turn” with their concerns, creating a climate of silence and inaction (p. 6). On the basis of this work, we hypothesized that students who believed that confiding their concerns to an adult would have negative consequences and those who reported that their teachers were not open to students’ views would be less likely to approach a teacher or principal with their concerns.