This paper examines services being received by secondary students classified as seriously emotionally disturbed; school policies concerning their education; and the links between services, policies, and school performance. Data from a subset of 782 youth with serious emotional disturbances from the National Longitudinal Transition Study (NLTS) were analyzed. This report describes the characteristics of the study population; the philosophies, policies, and practices of the schools they attended; and the services available in the schools. The report next examines these students' receipt of services and their secondary school performance and outcomes as measured by absenteeism, grades and course failure, retention in grade, performance on minimum competency tests, and mode of school leaving. Finally, multivariate models are used to examine the link between school policies, service receipt, and absenteeism and course failure. Results indicated that fewer than half of the students had received counseling/therapy from any source, and only one third had received such services from their schools. Fifteen percent had received tutoring services. Very little of the variance in school performance was explained by the models, though the models suggest that tutoring and personal counseling/therapy may help improve student outcomes. Appendices provide background information on the NLTS sample and a listing of 21 reports and papers based on the NLTS. Contains 41 references. (DB)