This digest summarizes the research on effects of the full-service school model on students with disabilities. In the full-service model, schools house a variety of health care, mental health, and related services for children and their families. Examples are listed of preventive services, early intervention services, and intensive treatments for chronic disabling conditions. Benefits for students with disabilities are suggested in the areas of prevention, support, and provision of integrated services related to special education. The paper describes some specific projects to demonstrate the emerging knowledge base on full-service schools and students with disabilities. These include California's Health Start program, the replication and evaluation of the Linkages to Learning Model by University of Maryland researchers, and the study of the relationship of full-service schools to the prevention of serious emotional disturbance in two full-service schools in urban districts in Florida. Implications for policy and practice suggest full-service schools may: (1) prevent problems from becoming serious and/or requiring referral to more intensive support programs; (2) provide early intervention services; (3) support students with multiple risk factors in accessible locations; and (4) provide comprehensive intervention support in school settings. (DB)