Introduction Today, we can relatively reliably, to speak cynically, identify what needs to be done to make children neurotic; however, we do not know nearly as reliably what must be done to prevent this from happening. This leads to the assumption that it is our overall ways of life that determine this (Mollenhauer, 1986, p. 9). These overall ways of life are what lead to disciplinary difficulties in schools and must be addressed in the ongoing scientific and political debates about the lack of discipline, morality, and values (cf. Edelstein, 2001; Brenner, 2006; Brumlik et al., 2007). The perception and handling of the problem of disciplinary difficulties in schools must be understood as a societal process. Three preferred approaches can be identified as societal proposals for solutions that are frequently discussed and described.