This publication summarizes five works exploring the key role schools can play in dealing with emotionally disturbed students, in part because teachers are more reliable sources of information about troubled youths. The importance of interpersonal cognitive problem-solving (ICPS) skills is analyzed in "Preventing Violence the Problem Solving Way" (M. Shure). ICPS skills emphasize means-end, alternative-solution, and consequential thinking. Troubled youth tend to appear less developed in all these areas. Studies indicate these programs help children perceive ways of meeting their needs, enhance problem-solving, and improve academic performance. Using early detection, school intervention, and home intervention modules, the program explored in "First Step to Success: A Collaborative Home-School Intervention for Preventing Antisocial Behavior at the Point of School Entry" (H. Walker, B. Stiller, and A. Golly) reports persistent positive effects. In "A Schoolwide Approach to Student Discipline," (R. Horner, G. Sugai, and H. Horner) suggest schools should institute a limited set of expected behaviors, a distinct discipline system for violators, and individualized programs for nonresponsive children. "Making Schools Safe for All Students: Why Schools Need to Teach More Than the 3 R's" (A. Dodd) promotes the importance of care, concern, and connection in schools for creating a climate of respect. In "What Works in Youth Based Prevention" (D. Cornell), the potential of a wide variety of community-based, family-based, and school-based violence prevention strategies is explored. Schools that offer conflict-resolution courses emphasizing listening, creative solutions, peer mediation, and conflict management report fewer behavioral problems, particularly where applied schoolwide. (TEJ)