This bachelor thesis investigates the discourses on violence among pupils in a school environment. The overall aim is to gain knowledge on how it is researched, interpreted and understood. The methods employed are genealogical analysis, discourse analysis and intersectional analysis. The analyzed texts consist of research reports, articles, dissertations and government authority guidelines. The theoretical framework drawn upon is post modernistic theory, social constructivism and intersectional theory. The main finding of the genealogical study may be that the “Olweus-discourse” may be construed as s dominating understanding of violence in school environment. In the Swedish National Agency for Education’s guidelines the violence among pupils in schools is represented by “harassment” and “violations”, whereas the recommended actions are mainly bureaucratic. The main conclusion of the intersectional analysis is that the studies guidelines might reinforce processes of normalization and that the Skolverket does not question the implications of the significant difference it refers to. All three studies suggest that a discourse of “systematic violence” as an understanding of violence between pupils in school is widespread. This bachelor thesis raises further questions about how discourse is further realized and how the performance of power in school environment is reinforced through “systematic violence”.