Pupil control (discipline) takes on different forms in different schools, and among different teachers in the same school. Pupil control has been described as existing along a continuum from humanistic to custodial. The prototype of the custodial orientation is the school that provides a rigid and highly controlled setting concerned primarily with the maintenance of order. The humanistic orientation, on the other hand, conceives of the school as an educational community in which the students learn through cooperative interaction and experience. Research studies have found that teacher-pupil control ideology is an accurate predictor of the tone or climate of the school. Humanism in teacher-pupil control ideology has been found to be significantly related to a desirable school climate, while schools with a custodial orientation have been found to have teachers with low morale and low job and social needs satisfaction. It has also been found that the more custodial the orientation of the school, the lower the students' self-concept as learners. Besides pupil control ideology and pupil control behavior, two related school climate constructs are considered: open-closed and environmental robustness. (JD)