A systemic approach was used to modify school climate in a study involving a boy with stereotypically feminine behaviors. School psychology students held a series of group counseling sessions on alternate weeks with a class of four 11-year-old fifth grade boys to promote the acceptance of diversity. At the beginning of the school year, a great deal of bullying and conflict were directed at the youngster who exhibited traditionally feminine behaviors and interests. At the end of the school year, teacher and staff reports were collected and a class focus group was conducted. Students' acceptance of differences and resolution of problems through verbal discussion was evidenced by these qualitative measures. Interviews with school staff the following school year indicated one altercation had occurred but, in general, gains had been maintained. (Contains 1 note.)