While the exact role of schools is somewhat contested, most would agree that they should be safe environments where teachers can help to facilitate the healthy development of young people. Unfortunately, evidence suggests that problem and criminal behaviour is an issue in a significant number of schools in the UK and around the world. Criminology may have a role to play in helping schools prevent crime on campus and allowing schools to contribute to broader crime prevention. To do this, criminologists will need to help identify the causes of criminal and problem behaviour in schools, how schools develop crime and rule-breaking relevant traits, and the role schools play in shaping the development of their pupil’s crime relevant traits. This thesis aims to contribute to this project by applying the theoretical lens of SAT to the school setting and specifying the mechanisms through which criminal and problem behaviour are caused in their correct positions in the causal chain. Two sets of hypotheses have been developed and tested with analytical methods demonstrating that pupils with high crime propensity who perceive a weak moral context engage in criminal and problem behaviour at the highest rates; and that pupils who experience effective behaviour management and who perceive their parents will support the school in dealing with behaviour perceive stronger school moral contexts. Findings from tests of these hypotheses make an important contribution to the criminological knowledge base, particularly those concerning the role of individuals perceptions of their environment and offending and those concerning the factors that may influence individual perceptions of their school environment.