Since most members of a school community will benefit from a more positive culture, and cultural factors tend to contribute significantly to emotional states such as happiness and unhappiness or fulfillment and dissatisfaction, the concept of a more positive school culture is rarely, in itself, controversial. For this reason, debates tend to arise (if they arise at all) in response to specific reform proposals, rather than to the general goal of improving a school culture. Yet given that organizational dysfunction is, by nature, an entrenched pattern of often unconscious behaviors, attitudes, and beliefs that tend to obstruct organizational change and improvement—and because human beings can become deeply attached to emotions and behaviors that may make them less happy, fulfilled, productive, or successful—attempts to reform school cultures may be more likely encounter resistance, criticism, or controversy in schools that are most in need of cultural reforms. In recent years, problems related to school culture are being cited as reasons for why schools should be closed or why a significant percentage of the teaching faculty should be fired. In these cases, “school culture” may become a flashpoint in larger debates about specific school-reform policies and strategies.