To meet the condition of society that Toffler calls "overchoice," schools must redirect their role and provide a program that enables children and youth to develop and sharpen their decision-making skills--cognitive, evaluative, participatory, normative, and affective. All these skills can be developed and refined in the natural settings within the school, e.g., the classroom, the cafeteria, the principal's office, extracurricular activities, the school bus. Educators can utilize these settings to involve students in real-life experiences and to encourage student participation in decisions that will affect them. The task for the schools, then, is to plan systematically for decision-making experiences, and to accept the participatory work of students as legitimate school experience, meriting the same rewards as those given in traditional academic programs. (Author/VT)