This document provides guidelines for setting up support groups in the schools designed to manage the problems associated with chemical use and abuse. Sections on group membership, the support group as a learner-centered educational experience, and purposes of the support group are presented. Sources of student referrals from the school, family, and community are outlined, giving criteria for appropriate referrals. Naming the group, group leadership and planning, and scheduling the group are discussed. Suggestions for orienting students, attendance policies, the room and time of meeting, adding new members, and staff education are provided. Information regarding confidentiality and group rules is presented, followed by sections on supervision and evaluation. Using students as resources is discussed in terms of peer facilitators, leaders, and contact persons. Training resources for helping and facilitation skills are highlighted. Goals and objectives for alcohol and drug support groups are broken down for three types of groups: the assessment group, the concerned persons group, and the recovering students group. Goals of the group, goals for group members, and tips on group process are given for each type. Flowcharts about how the support groups work, assessment scales, sample letters and forms, program checklists, and a 57-item bibliography are appended. (LLL)