The author mentions findings of research on teacher morale and points out supportive roles which school personnel can play in helping teachers of emotionally handicapped students. Among the supportive settings listed are informal conversations, supervisory conferences, staff meetings, and inservice training sessions. Eight supportive roles which fellow teachers, building principals, professors, consultants, and special education resource personnel can play are discussed: the highway paver (who handles administrative details efficiently and competently), the consistency provider (who deals with behavior management), the anger director (who helps the teacher identify sources and targets of her own anger), the perspective lender (who helps the teacher in determining the importance of a situation), the assurer and critiquer (who helps when the teacher is going through a period of self doubt), the alternative generator (who offers a repertoire of possible interventions), the curriculum enthusiast (who assists in new project areas), and the self (who is the teacher who can find supporters and try not to take criticism personally). (SB)