Schools have a considerable influence on children's development, both through proximal factors such as teachers and curriculum, but also through indirect effects of school policies. While some policies and programs have the potential to increase stress and burden on students, educators, as well as the broader educational context, several programs have demonstrated a positive impact on the school environment. This article considers the role of educational policies, programs, and activities related to discipline and teacher behavior which together influence the school environment. Programs which set high expectations for student performance, healthy social-emotional learning, and positive behavior support are highlighted, due in part to rigorous research demonstrating both their broad reach and their impact on a range of learning and positive behavioral outcomes. Despite the potential significance of policies on the learning environment, there has been limited systematic research documenting the impact of policies on the school environment more broadly. This paper concludes by identifying some areas for future study and a greater need for implementation research. [This paper was published in "Theory Into Practice" v55 n2 p129-135 2016.]