The aim of the study presented in this article is to identify motives and source of school aggressivity. By the two qualitative methods: in-depth interviews and life histories were obtained narratives productions that reflect how to feel, think and act aggressively a student in school. Content analysis of narrative productions established that the root of school aggressivity is the discrepancy between the natural laws of life and child development and school with it eminently oppressive and directive regime. This contradiction arises in children revolt against school that eventually leads him to develop concrete aggressive acts. A productive solution to the problem of neutralization school agressivity is Rogers’s theory and practice of significant learning which involves creating a school that really be child-centered.