HIGH SCHOOLS IN THE UNITED STATES ARE DRIFTING TOWARD ANARCHY. MANY SCHOOLS ARE ANGRY PLACES WHERE EVERY RULE IS QUESTIONED AND CONFLICT IS THE NORM, WHERE STUDENTS COMMIT DESTRUCTIVE ACTS OF DEFIANCE, AND WHERE AUTHORITIES REACT WITH STRICT PUNISHMENT, ARMED HALLWAY GUARDS, AND OTHER FORMS OF REPRESSION. INTERVIEWS WITH STUDENTS AND TEACHERS IN MORE THAN 60 JUNIOR AND SENIOR HIGH SCHOOLS OVER A 7-YEAR PERIOD BROUGHT OUT THE EXTENT TO WHICH CONFLICT HAS BECOME INSTITUTIONALIZED IN THE SCHOOLS. EVEN WHEN STUDENTS AND ADULTS WANT TO WORK TOWARD COMMON EDUCATIONAL GOALS, PERSISTENT ORGANIZATIONAL REALITIES--SHARP DIFFERENCES IN STATUS BETWEEN ADULTS AND STUDENTS, FEAR AND DISTRUST AMONG STUDENTS FROM DIVERSE BACKGROUNDS BROUGHT TOGETHER IN CENTRALIZED HIGH SCHOOLS, THE HIGH SCHOOL'S ROLE AS BOTH CUSTODIAN AND SOCIALIZER OF ADOLESCENTS--MAKE CONFLICT INEVITABLE. STUDENTS RESENT THE DISCREPANCY BETWEEN WHAT THEY LEARN ABOUT DEMOCRACY AND WHAT THEY SEE IN THEIR SCHOOLS. SUCH CONFLICTS CANNOT AND PROBABLY SHOULD NOT BE ELIMINATED, BUT THEY CAN BE USED CONSTRUCTIVELY. INSTEAD OF AVOIDING PROBLEMS OR REACTING TO THEM WITH FORCE, THE SCHOOLS SHOULD USE NEGOTIATION. NEGOTIATION OF CONFLICT CAN SOLVE IMMEDIATE PROBLEMS AND PROVIDE A FRAMEWORK FOR ADDRESSING LONG-TERM INSTITUTIONAL ISSUES IN THE SCHOOLS. NEGOTIATION INVOLVES THREE STEPS: ALL PARTIES STATE THEIR VERSIONS OF THE ISSUES, EXPRESSING THEIR ANGER VERBALLY IF THEY WISH; THE PARTIES AGREE ON A COMMON STATEMENT OF ISSUES TO BE NEGOTIATED; AND BARGAINING IS CARRIED OUT UNTIL AN AGREEMENT (AND A PLAN FOR ITS IMPLEMENTATION) IS REACHED. MANY STUDENT-ADMINISTRATION CONFLICTS IN HIGH SCHOOLS SPRING FROM THE STUDENTS' BELIEF THAT THEY HAVE BEEN TREATED UNFAIRLY AND ARBITRARILY. THESE CONFLICTS HAVE A GENUINE POLITICAL DIMENSION, AND NEGOTIATION OFFERS A POLITICAL SOLUTION. SOME ARGUE AGAINST POLITICIZING THE SCHOOLS, BUT THE DANGERS OF POLITICS ARE MINOR COMPARED TO THOSE OF VIOLENCE. (LKM)