Increased concern has been directed toward students who have been identified as disaffected or alienated and who are not responding to the traditional school program. These students are not usually classifiable as educationally handicapped. A system-wide programmatic approach to deal with disaffected and disruptive students in a manner that allows the school psychologist to make optimal use of his time and to maximize staff involvement was developed. A needs assessment plan was formulated which included accessing data on achievement test scores; attendance; suspension and detention; requests for parental conferences; discipline referrals; excessive sickness; and a rating of students by teachers as functioning adequately, showing disaffected or disruptive behavior, and/or already deemed classifiable or warranting referral for evaluation. The needs assessment revealed that the number of students identified as disaffected or disruptive increased from kindergarten to 12th grade. Several possible programs were selected based on which would have the greatest potential for having an impact. These included: (1) a teacher-student mentor program; (2) a group session with teacher-student pairs; (3) an intensive intervention program for at-risk students; (4) self-awareness and exploration of feelings curriculum modules; and (5) teacher inservice. Building level committees screened students for intervention and followed up on their recommendations. The program was flexible, allowed for gradual implementation, and utilized a variety of staff members. However, it encountered staff resistance from those who feared another "faddish" program. (ABL)