Research of the violent behaviour of students against teachers is growing problem in education and is so far scarcely explored everywhere in the world, as well as in Croatia. This paper provides a unique analysis of the impact of the school climate, with its four components (the nature of the relationship between teachers and pupils, the nature of student relations, the degree to which students’ autonomy is allowed in decision making, the clarity, consistency and correctness of school rules), on the phenomenon of violent behaviour disciples against teachers. The research is based on four null hypotheses that deny the correlation of the violent behaviour of students with individual components of the school climate and was conducted on a sample of 451 graduate pupils in Zagreb's secondary schools. The results indicate that almost a third of the students have experienced violent behaviour of students against teachers, that is, they know about such forms of school violence. The results of the analysis of the contingency tables and the Chi-square test reveal that there is a statistically significant correlation between the violent behaviour of the pupils against the teachers and the nature of the relationship between the teacher and the pupil, the nature of the student's relationship, and the clarity, consistency and correctness of the rules provided by the school. The hypothesis that states there is no correlation between the measure to which the autonomy of students is allowed to make decisions and the appearance of violent behaviour of students against teachers is accepted because the analysis did not show statistically significant correlation. Research of this type has significant practical implications for school security, as it points to the need for a high-quality school climate design in secondary schools in Zagreb.