Years of developmental psychology research links traumatic experiences to long-term student externalizing problems (Bingenheimer et al. 2005; Denese & McEwen, 2012; Osofsky 1999; Pynoos et al. 1987; Raver, Blair & Willoughby, 2013; Shonkoff et al., 2012). A related body of work relates negative life outcomes with exposure to high-poverty, high-crime neighborhoods during childhood (Harding 2003; Sampson, Sharkey, and Raudenbush 2008; Wodtke, Harding and Elwert 2011), although randomized housing experiments have yielded mixed evidence (Burdick-Will et al. 2011; Ludwig et al. 2009; Rubinowitz and Rosenbaum 2000). Recent work by Sharkey and co-authors (2010, 2012, 2014) has examined more immediate outcomes of exposure to community violence, finding causally credible evidence that students score lower on both low- and high-stakes assessments for 7-10 days after a violent crime occurs on the block where they live. This study uses a similar approach to examine two dimensions of student behavior in the immediate aftermath of a violent crime on their block: attendance and the incidence of disciplinary infractions. The data for this study combines discipline, attendance, and residence data from the Chicago Public Schools (CPS) with publicly-available crime data from the Chicago Police Department (CPD). In initial work, the authors find evidence that students are "less" likely to have reported behavioral problems at school in the immediate aftermath of exposure to violent crime in their community of residence. Consistent with prior work suggesting younger children are more responsive to community violence, the impact is concentrated among younger children. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]