In contrast to the crisis intervention approach or approaches based on installation of security systems and equipment, the alternative model focuses on developing student leadership to deal with conflicts. The program philosophy is that students can be trained to function as student advocates in the management and prevention of school-related conflict by working with other students, teachers, administrators, and parents. Implemented in a large school district in northern California, the program trained a heterogeneous group of students who had been identified as having leadership potential and who reflected the mix found in a typical urban high school. The training and program sought to aid students in identifying conflicts and tensions in the schools, to developing skills for their resolution, facilitating student personal growth and development, developing more effective interpersonal relationships with both youths and adults, and understanding school policy and student rights. Although a formal program evaluation was not possible, students were enthusiastic about the program. During the course of the program, two incidents involving conflict were resolved in a manner that reinforced the program designers' belief in the effectiveness of student involvement and advocacy. The feasibility of implementing such programs is contingent on the willingness of principals to allow students to be heard and to become student advocates.