This resource bulletin provides an overview of creative disciplinary programs in rural, suburban, and urban school settings through interviews conducted with administrators in 1986. Principals interviewed in urban settings expressed concern about student gangs and safety. In rural schools, administrators stated that community cohesion and geographical isolation reduce certain behavior problems. In suburban settings, a major concern is stress management for students. Such differences in disciplinary concerns demonstrate that varying contexts require diverse approaches. Interviewers were frequently told that a program with a clear rationale based unequivocally on fairness seemed the most effective; that involvement of staff, students, and parents in structuring discipline procedures is an integral portion of effective management programs; and that access of parents to the school and cooperative dialogue is essential. Although administrators expressed variation in personal style, themes common among each setting were discovered. Rural schools facilitate management through community and familial ties. Urban and suburban schools work harder to build these links to facilitate the entire disciplinary process. Administrators consistently spoke of their desire to motivate students toward self-discipline; however, institutional responses must be fashioned within a system of fairness that allows students to take responsibility for their actions. A literature sample and names of contact organizations are provided. (CJH)