THERE ARE FOUR MAJOR ROLES THAT SCHOOLS CAN PLAY IN THE FIGHT AGAINST CHILD ABUSE AND NEGLECT; REPORTER OF SUSPECTED INCIDENTS; PARTNER IN DECISIONMAKING AND TREATMENT PROGRAMS; AGENT FOR PRIMARY PREVENTION; AND CHILD ADVOCATE. SCHOOLS ARE QUITE VALUABLE AS REPORTERS OF ABUSE, AS THE CHILDREN ARE SEEN DAILY BY PROFESSIONALS TRAINED TO OBSERVE CHILDREN AND SKILLED IN THE RECOGNITION OF NORMAL CHILDHOOD BEHAVIOR. WHEN SCHOOL STAFF KNOW THE SIGNS AND SYMPTOMS OF CHILD ABUSE, REALIZE THAT THEY ARE REQUIRED TO REPORT SUSPECTED INCIDENTS, AND ARE AWARE OF THE LEGAL IMMUNITIES PROVIDED THEM, THEY CAN BECOME ACTIVE PARTICIPANTS IN CHILD PROTECTION. POLICIES REQUIRING REPORTING OF INCIDENTS HAVE BEEN ENACTED IN MANY SCHOOL SYSTEMS. IN ADDITION TO ITS ROLE AS REPORTER, THE SCHOOL CAN ALSO BE A PARTNER IN CASE PLANNING, DECISIONMAKING, AND TREATMENT. THE SCHOOL MAY BE THE ABUSED SCHOOL-AGE CHILD'S ONE STABLE REFERENCE POINT. CHILDREN NEED THE SUPPORT OF PEOPLE THEY KNOW AND TRUST AND SEE REGULARLY -- THE SCHOOL PERSONNEL. SCHOOLS SHOULD, THEREFORE, WORK IN CONCERT WITH OTHER COMMUNITY AGENCIES TO BEST SERVE THE CHILD'S INTEREST. IN SAN FRANCISCO, FOR EXAMPLE, SCHOOL STAFF WORK CLOSELY WITH CHILDREN'S EMERGENCY SERVICES, THE AGENCY WHICH INVESTIGATES REPORTS OF SUSPECTED CHILD ABUSE AND NEGLECT. OTHER COMMUNITIES ALSO HAVE PLANS FOR SIMILAR COORDINATION. THE SCHOOL IS ALSO THE SINGLE AGENCY BEST SUITED TO ENGAGE IN PRIMARY PREVENTION OF CHILD ABUSE. SCHOOLS SHOULD PROVIDE INFORMATION ON PARENTING TO ALL STUDENTS; IN ADDITION, ALL STUDENTS SHOULD LEARN MEANS OF COPING WITH STRESS AND BE FAMILIAR WITH COMMUNITY RESOURCES THAT EXIST TO HELP PEOPLE IN NEED. THIS INFORMATION SHOULD ALSO BE AVAILABLE TO THE COMMUNITY-AT-LARGE THROUGH ADULT EDUCATION COURSES. NEW CURRICULUMS HAVE BEEN DEVELOPED FOR THE STUDY OF CHILD ABUSE. WHEN CHILDREN NEED SPECIAL PROGRAMS OR SPECIAL CONSIDERATION, IT IS THE PARENTS WHO GENERALLY SPEAK OUT FOR THEM. HOWEVER, IN THE CASE OF THE ABUSED CHILD, THIS IS NOT LIKELY TO BE THE CASE. SCHOOLS ALREADY STAND IN LOCO PARENTIS TO THOSE IN THEIR CARE, AND THEY MUST BE PREPARED TO EXERCISE THAT DUTY TO PROTECT CHILDREN FROM ABUSE BY THEIR PARENTS. SCHOOLS CAN BEGIN TO TAKE ACTION ON THE PROBLEM OF CHILD ABUSE BY: (1) LEARNING ABOUT THE PHENOMENON; (2) ADOPTING POLICY REQUIRING THEIR STAFF MEMBERS TO REPORT SUSPECTED INCIDENTS; (3) JOINING OTHER COMMUNITY AGENCIES IN CASE MANAGEMENT AND TREATEMENT; (4) OFFERING COURSES ON PARENTING AND RELATED TOPICS TO STUDENTS AND OTHERS AS PRIMARY PREVENTION; AND (5) SPEAKING OUT FOR THE CHILD WHO HAS NO ADVOCATE. CASE HISTORIES ARE PRESENTED TO ILLUSTRATE THE EFFECT THAT ACTIONS BY THE SCHOOLS MAY HAVE ON AN ABUSED CHILD. REFERENCES ARE PROVIDED. (VDA)