Factors influencing school performance of alienated minority youth are examined, preventive approaches discussed, and results of a survey of 165 preservice and inservice teachers and other educational personnel regarding student alienation are presented. Contributing factors to adjustment problems are traced to environmental influences, psychological patterns, intellectual characteristics, and school problems (such as suspension, truancy, and disruptive behavior). Seven prevention oriented projects are highlighted. Results of the teacher opinion survey suggested the importance of early identification and prevention. Seventy-five percent of the respondents indicated that unmet educational and social needs were the reasons for student alienation. (CL)