It is said that almost every school is in trouble in relation to bullying at school. Students have experience in general, nonetheless, literature education has not dealt with this issue. It is because the current literature education curriculum and the texts and authors belonged to the cannon of literature do not reflect the school violence in the present. The dynamic of assailants’ continuously bullying victims is derived from classroom atmosphere that everyone keeps silent away. Bullying would be difficult to be existed if all students have a shared norm that bullying is a bad behavior. In general assailants use their violence due to the anxiety of recognition, but they could easily lose a motivation of violence if people around them show up an aversion. Since they have a sympathy of other’s pain, students will report to teachers or ask for help rather than stand by. The reasons the literature education should deal with the school violence are as follows; First, it became important as much as students regard it a rite of passage. Second, the literature education seems to make a meaningful outcome against the bullying at school. Third, it also contributes to teach literature better. Forth, it is worthy to deal with a problem that the communities of the contemporary society have. There are the cannon texts deeply recognized in relation to the school violence, they are not proper to be used in classroom, because the reality of the current violence differ from the events and situations in the texts. For the literature education to more deal with the current violence issues, the documentary literature such as the reportage needs to be included to the curriculum, as considering documentary writers can express the reality in texts fast. Even though they are less important in terms of the literary history and not much recognized in literary world, they are necessary to be in literature class if they truly deal with the current violence issues. Pochon high school once tried to use the literature education dealing with the school violence. Chang-sook Woo and Kyung-hee Hwang’s class model was simple; they assigned students to read novels, find and discuss problems, then write their own story of experiences related to the texts. The outcome of the class was that teachers and students could build a sympathy about the bullying at school. Sang-yong Lee dealt with the violence in a book club, she taught students focusing on a motto ‘Don’t follow (to the reality)’ of an assailant, a sympathizer, a bystander with an interest, a bystander without an interest and a defender. To improve the literature education’s affluence on the school violence, it is necessary for the literature education to be in the formal curriculum. The effectiveness will be bigger when every member study together since the school violence has a sociality. I suggest the 3 ways to put the literature education related to school violence in the curriculum;First, to build a guideline in the literature education curriculum that textbooks have a teacher can choose a text. Second, to have reportages and documentary texts in the curriculum. Third, to make the curriculum to have texts dealing with students’ life problems so that textbooks can include texts related to the school violence.