The violence that breaks out in schools is a universal emerging, there is no country that has not suffered or suffers unfortunate situations in the school space. These emerging countries range from school dropout, compromising the future of young people, to death (suicides, murders). According to Unicef (2019), one in three students in the world has experienced bullying, has been involved in fights, and about 720 million school-age children live in countries where corporal punishment is allowed. In this context, a team of psychoanalysts, from the Buenos Aires Psychoanalytic Association (Argentina) and the University Institute of Mental Health (IUSAM), trained as researchers and workers in the community, investigated the dynamics of violence that is expressed in schools secondary schools in order to build prevention projects for this level of education, derived from their conclusions. The investigation was carried out with the critical incident’s methodology (Flanagan, 1954) and with an intentional sampling in schools with a population at risk in areas of the Buenos Aires suburbs (Argentina). We describe identified styles (invisibilization / hypervisibilization of the issue / problem / subjects, decontextualization of facts and experiences, de-responsibility, unfeasible mutual demands) and prevention projects built to deactivate risk zones in the links.