Preventing youth from dropping out of school is an enormous challenge for school systems, especially students who display aggressive behaviors at school. While many aspects of managing student behavior in the classroom are challenging, chronic and severe aggressive behaviors are most difficult to manage. The aggressive student is often characterized as verbally (i.e., defiant, use of profane and negative language) and physically (e.g., fighting, spitting, biting, hitting) abusive towards teachers and students. These behaviors act as impediments to academic success and are threats to school completion. Given that, students with disabilities dropout at over twice the rate of their sameage peers, states and local education agencies are in need of dropout prevention interventions that work. When schools implement effective strategies there are extraordinary benefits for youth, communities, and society. One validated approach that works well to reduce physical and aggressive behaviors in youth with disabilities is cognitive-behavioral interventions. This "Practice Brief" based on the Office of Special Education Programs (OSEP) supported work by The What Works In Transition Synthesis Center, "The Effects of Cognitive-Behavioral Interventions on Dropout for Youth with Disabilities" (Cobb, Sample, Alwell, & Johns, 2005), provides educators with a conceptual understanding and technical information to assist in implementing cognitive-behavioral interventions that reduce aggressive behaviors in students.