How principals can be most effective in dealing with and serving emotionally disturbed or socially maladjusted pupils, while recognizing the demands and interests of teachers and parents at the same time, is considered. Much of the success in moving ahead to serve disturbed children with new formats is said to depend upon the principal and how he facilitates whatever resources he has, particularly in the resolving of affective disputes. The discussion of this problem covers several topics: the new role of schools in prevention and rehabilitation, the types of maladjustment the principal can expect to encounter among the students, and the special role of the principal in dealing with disturbed students and what he can do about particular children and his school in his capacity as a special educator. (KW)