This contribution provides an overview of current research approaches and findings on trust in the context of school education, which are developed along three levels of social emergence: personal trust in teacher-student and peer relationships, specific trust in professional or organizational contexts within individual schools, as well as system trust in the education system and instruments of school development, or generalized trust in education. The prevailing focus is currently on the significance and effectiveness of trust, for example with regard to learning success or the success of cooperative relationships. Further systematic research efforts are needed to investigate ambivalences and distrust in teacher-student or professional cooperative relationships.