The efficacy of a systematic program of intervention for behaviorally disordered students was investigated with 29 teachers and 487 students in secondary schools. Teacher Ss were divided into two groups, 16 experimental Ss who participated in 6 days of workshop training and served as advocates for 1 to 3 students and 13 control teachers. Student Ss were divided into three groups, 38 target students who received full intervention services, 224 nontarget experimentals who attended the same school but may or may not have received crisis teacher services, and 225 control Ss. Teacher attitude toward behavior disordered students and student attitude toward school were assessed. Data were evaluated by multiple analysis of variance and analysis of variance techniques. Findings showed no significant differences between the teacher groups on attitude toward working with behavior problem students, that intervention did not affect differences in morale, that there was a decline in the percentage of students dropping out of school, and that the intervention had some measurable effect in student behavior reaction to school. (PHR)