The paper reviews a panel presentation on the essential components, policies, and strategies of a system for effectively moving emotionally disturbed (ED) students into least restrictive educational environments and maintaining them there. The first two parts of the session focused on a system for partially mainstreaming center school (seventh and eighth grade) ED students part time into nearby schools before returning full time to regular classes in home based schools that are distant from the center. Center school and transition school operations, as well as interschool coordination were addressed in these parts of the session. The third part of the session was a report of a regular class support system for meeting the needs of ED students in regular classes. Guidelines for interschool coordination are offered, and both direct and indirect support services for ED children in regular classrooms are outlined. Among appended materials are a schedule for mainstreaming, a class observation sheet, a mainstreaming contract form, a teacher checklist, and a mainstreaming evaluation form. (SBH)