Misconceptions fostered by a series of youthful offender studies dating from the 1960's have weakened the traditional role of law enforcement officials and educators in providing effective supervision of youth. School and police officials have limited power in juvenile discipline and control, and they must also contend with parents who are hesitant to allow flexibility in disciplining their children. Schools essentially use suspension and expulsion to control unruly children, while police wait for serious delinquent behavior to justify their intervention. Crime statistics show that young people are victims of crime most often in schools or on playgrounds. Juveniles represent the most victimized population group and are the least likely to report offenses. It is more likely that the absence of control by authority figures, rather than the presence of too much control, has the most to do with causing juvenile crime. Impediments to cooperation among police, schools, probation departments, and courts in dealing with juvenile problems are inattentiveness, confusion, and lack of communication. Because children spend up to 25 percent of their waking hours in school, law enforcement officials and educators may be the only authority figures identified by many children, aside from their parents. Therefore, the roles of teachers and police officers become critical to the community concept of juvenile delinquency prevention and control. Activities and services that can be implemented to improve school and police performance in protecting children and controlling misbehavior are noted.