A SCHOOL'S APPROACH TO DISCIPLINE CRITICALLY AFFECTS THE STATUS OF RACE RELATIONS AND CONFLICT WITHIN THE SCHOOL. IT IS RECOMMENDED THAT SCHOOLS CHANGE TO LESS SUPPRESSIVE AND MORE THERAPEUTIC AND CONSTRUCTIVE FORMS OF DISCIPLINE USING MORE OPEN AND FREQUENT DISCUSSIONS BETWEEN BLACKS AND WHITES, TEACHERS AND STUDENTS, AND PARENTS AND SCHOOL PERSONNEL. THIS THEORY IS SUPPORTED BY A NATIONWIDE STUDY ON PUBLIC HIGH SCHOOLS INDICATING THAT MOST SERIOUS DISRUPTIONS OCCUR IN SCHOOLS WITH TRADITIONALLY AUTHORITARIAN PRINCIPALS AND PUNITIVE DISCIPLINE SYSTEMS. STUDIES HAVE FOUND THAT DISCIPLINARY MEASURES, SUCH AS SUSPENSION AND PHYSICAL PUNISHMENT, ARE MORE LIKELY TO BE APPLIED TO BLACK STUDENTS THAN WHITE STUDENTS. USE OF MINIMAL PUNISHMENT AS A NEGATIVE REINFORCER MIGHT BE APPROPRIATE IN A FORM THAT WILL NOT HURT THE CHILD EMOTIONALLY, ACADEMICALLY, OR PHYSICALLY. COUNSELING SHOULD EXIST ON AN INFORMAL, ONSITE BASIS FOR STUDENTS, PARENTS, AND TEACHERS, PREFERABLY UNDER A NAME THAT DOES NOT SUGGEST PSYCHOTHERAPY. TEACHERS AND ADMINISTRATORS SHOULD RECEIVE INSERVICE TRAINING IN CONDUCTING CONSTRUCTIVE DISCIPLINE. SCHOOL ADMINISTRATORS SHOULD KEEP COMMUNICATIONS WITH BLACK PARENTS OPEN AND REEXAMINE POLICIES ON DISRESPECT, SWEARING, ATTENDANCE, AND FIGHTING FOR UNINTENTIONAL DISCRIMINATION AND RIGIDITY. REFERENCES AND AN OUTLINE FOR RESPONDING TO RACIAL CONFLICT ARE APPENDED. (DAG)