This paper highlights several Supreme Court cases, some already decided and some presently in the court system, that deal with student rights and discipline in the schools. Following a review of specific cases, it analyzes the information channels by which teachers and administrators learn about court decisions that affect them. Finally, the results of a questionnaire about student rights and discipline are discussed. The data show how much law-related knowledge teachers have about discipline and how this knowledge relates to their experience and behavior. The paper concludes that to the extent teachers and administrators can objectively assess school discipline problems--dissociated from the tensions they feel concerning larger issues--there will be more implementation of standards for administrative and procedural justice. (Author/LD)