This study assessed whether a classroom foundation based upon constitutional rights and responsibilities would help elementary and secondary school students with emotional disturbances who are being mainstreamed. The framework of Judicious Discipline, which balances individual rights against social responsibility, was applied in public school inclusive classrooms. One rationale for use of this framework was that the model would provide a consistent base for decision making. This investigation involved interviews with two special educators, one classroom teacher, and one school administrator representing four schools. Based on the interview responses, experiences in using Judicious Discipline with students with emotional disturbances are summarized. Some commonalities that emerged included the use of constitutional language to defuse potential power struggles and increased parental involvement in the classroom community. One teacher's goal was to teach students a process for avoiding problems by encouraging them to stop, consider their actions, and talk about responsibilities of the individual student and the whole class. (Contains 10 references.) (SW)