After two years of a three-year evaluation of a violence-prevention program implemented in two elementary schools, it appears that the program may produce a decline in conflictevents and offer students, as well as teachers, options for conflict resolution. But the prescribed resolution skills and strategies may be most effective in decreasing forms of conflict most common among male students; the more covert, less physical behaviour typical of conflict involving female students may be more difficult for observers to detect and less likely to be targeted for resolution through program strategies. Consequently, male students may appear responsible for an inordinate number of conflicts, whereas female peers may be engaging in conflicts that observers neither detect nor mediate. D’apres l’evaluation, au bout de la deuxieme annee, d’un programme de trois ans visant a prevenir la violence dans deux ecoles primaires, il semble que ce programme peut reduire le nombre de situations conflictuelles et offrir aux eleves ainsi qu’aux enseignants des options en matiere de resolution de conflits. Toutefois, les competences et strategies pronees reussissent peut-etre mieux a diminuer les types de conflits les plus courants chez les eleves de sexe masculin; les comportements plus secrets, moins physiques, qui sont typiques des conflits mettant en jeu des filles, peuvent etre plus difficiles a deceler et donc moins susceptibles de faire l’objet de strategies de resolution. Les eleves de sexe masculin peuvent ainsi sembler responsables d’un nombre excessif de conflits alors que leurs pairs de sexe feminin sont peut-etre engagees dans des conflits que les observateurs ne voient pas et ne cherchent pas a regler. To provide more students with effective conflict-resolution strategies and skills, many elementary schools are implementing resolution models such as Second Step: A Violence Prevention Curriculum (Committee for Children, 1992a, 1992b). A three-year study in two Winnipeg elementary schools is generating evidence that adoption of the Second Step curriculum may lead to a decline in student conflicts and provide students and teachers with new options for dealing with conflicts. However, another finding of the study is that male and female students tend to engage in dissimilar forms of conflict. There are also indications that unless conflict resolution strategies and skills prescribed by the Second Step curriculum are used meticulously, teachers may be more likely to focus attention and instruction on the types of conflicts most frequently engaged in by male students. Furthermore, it is evident from this study that any assessment of Second Step’s efficacy in reducing conflict must recognize both overt and covert forms of conflict.