THE FIRST SPEAKER, CHAIRMAN OF A JUVENILE AND ADULT CRIMINAL JUSTICE DEPARTMENT AT A PENNSYLVANIA UNIVERSITY, INDICATES THAT DISRUPTIVE STUDENTS HAVE ROLE CONFLICTS, ARE IGNORANT OF RULES AND THE VALUES OF RULES, OR SUFFER FRUSTRATIONS AT HOME OR AT SCHOOL. WAYS OF DEALING WITH SUCH STUDENTS, SUCH AS INVOLVING PARENTS IN PROBLEMSOLVING AND THE USE OF PSYCHOLOGICAL TESTS TO DETERMINE PROBLEMS AT AN EARLY STAGE, ARE CONSIDERED. THREE TYPES OF TEACHERS MAY CONTRIBUTE TO CLASSROOM DISRUPTIONS: THE ABSOLUTE DICTATOR, THE NONENTITY, AND THE TEACHER WHO FLIRTS WITH HALF THE CLASS AND IGNORES THE OTHERS. THE SECOND SPEAKER, A MEMBER OF END VIOLENCE AGAINST THE NEXT GENERATION, SUGGESTS THAT JUVENILE DELINQUENCY BEGINS WITH THE BATTERED CHILD. BATTERED CHILDREN GROW AND SEEK REVENGE ON THE WORLD ABOUT THEM. FURTHERMORE, SCHOOLS PROVIDE A MODEL SETTING FOR USING VIOLENCE AS A MEANS FOR PROBLEMSOLVING. ONLY FOUR STATES -- NEW JERSEY, MASSACHUSETTS, MARYLAND, AND MAINE -- DO NOT PERMIT CORPORAL PUNISHMENT IN THEIR SCHOOLS ARE INITIATED BY COACHES AND ASSISTANT PRINCIPALS. PUNISHED CHILDREN REACT BY FIGHTING WITH OTHER CHILDREN OR BY ATTACKING OLDER PERSONS OR PERSONS OR PERSONAL PROPERTY. THE INTRODUCTION OF RESOLUTIONS AND LAWS OPPOSING CORPORAL PUNISHMENT AS A CAUSE OF JUVENILE DELINQUENCY IS ENCOURAGED. FOR RELATED MATERIALS, SEE NCJ 67673-76 AND 67678-81.