This study reviews the effects of training and service in a student advocacy program for Emotionally Disturbed (ED) children on attitudes of 16 secondary teachers toward ED children in the regular class. The intervention program involved 6 days of inservice training on working with ED students, delivered concurrent with the teachers' serving in an ED child advocacy role under the guidance of a supervising crisis teacher. Skills included ways to give negative feedback without hostility, life space interviewing, surface behavior management, and basic behavior modification concepts. Evaluation of teacher attitude revealed no significant change from pre to post test for either the experimental (N=16) or control (N=13) Ss. The implication of the study is that affecting teachers' attitudes once they are on the job is a very difficult task; there must be increased emphasis, awareness and skills delivered on a preservice basis. (Author/CL)