The introduction notes that aggression and violence are not limited to children and youth with identified disabilities. Educators and other professionals who work with students at risk are increasingly being required to contend with episodes of student violence and aggression. A synthesis of relevant research concludes that aggression and violence in schools are associated with an increase in societal aggression and violence and a decrease in restrictive settings for students with behavioral disorders or emotional disturbance. These students are often underidentified and manifest other factors that place them at risk, such as academic delays and poverty. A discussion of implications for program development and administration advises that services for aggressive or violent students should be coordinated by a transdisciplinary team that includes educators; counselors; social services, related services, and mental health personnel; paraprofessionals; and parents. The team should coordinate services among agencies as well as focus on individual students. It should address students' achievement and social functioning, self- concepts, and social integration. A discussion of implications for practitioners recommends that team members' activities include establishing communications, providing case management, facilitating parent involvement, providing inservice programs regarding the team and its availability, and providing public awareness and sensitivity programs. School activities include developing school/community partnerships, protecting the integrity of the school environment, providing a range of academic and social activities, providing social skills instruction, and focusing on school completion. 90 references and 37 resources