Education is central to the lives of U.S. children. Aside from learning reading and writing, children in schools learn social and cultural norms as well as the development of basic communicative, critical thinking, and interpersonal skills. Schools are a fundamental institution in the U.S. and it is here that students learn not only skills and practical knowledge, but also social skills and information about their identities as citizens and individuals. One essential function of secondary schools includes fostering a climate of support and inclusiveness in which students can learn. A fundamental component of this climate includes physical and emotional safety. In Hawai'i, there is a population known as mahu, whose identities are cultural as well as gendered. There are currently no data available to reflect the experiences of mahu children in school, including that which would relate to their safety, or to what degrees they experience violence. As such, nothing exists to illustrate factors that contribute to, or prevent violence that mahu students may experience. This study investigated the degree to which mahu students experience violence in Hawai'i's secondary schools, and the degree to which such violence is related to school climate. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]