This study set a goal to figure out that how participation on the educational welfare program affect on the students' attitude to the school violence based on the resilience theory. There are four categories of the educational welfare program for this study, learning improvement, cultural art, psychological emotion, welfare support. The target of the program is elementary school students of Seoul metropolitan city. The program is analyzed for figuring out the correlation between school violence attitude and the resilience. It is as in the following. First, as the result of the reliability analysis of the educational wel fare program, the reliability coefficient is satisfactory fine, .873 for learning improvement, .873 fir cultural art, .874 for psychological emotion, .874 welfare support and .865 for participation degree, .864 for application degree and .856 for interest degree. Second, as the analysis result of the participation of the welfare program, learning improvement program has negative influence for the ability to solve the school violence. The higher level of the learning improvement, the lower ability to solve the school violence. Third, the cultural art program has positive influence of the resilience. The higher level of the cultural art program, the higher resilience. The higher resilience, the higher level of asking help and ability to solve the school violence. On the other hand, the permissive attitude is getting lower when the resilience is higher. Fourth, the effects of educational welfare program for asking help, ability to solve, permissive attitude with the resilience is meaningful. The meditated pathway is in the order of cultural art program → resilience → asking help, ,ability to solve, permissive attitude. In the result of these analysis, the writer suggests the following policy implications. First, the educational welfare program needs to be promoted for the improvement of the school violence attitude as a developmental stage of students and autonomy of the school. Second, establishment and management of the welfare program needs to be authorized by the individual school. From 2015, the educational welfare program is firstly introduced to the public school. Third, the entire managing policy for learning improvement, cultural experience, psychology · emotion, welfare support gives lots of pressure not only to the participants but also the teacher in charge. Fourth, the flexible welfare support is needed to support the program and goods for the children of socially disadvantaged class. Fifth, the teacher who is in charge of teaching children has to get a guide and a training about the theory and management of the educational welfare.