A SURVEY OF TRAINING PROGRAMS FOR EDUCATORS FINDS THAT MOST ARE CONDUCTED BY EXPERTS FROM OUTSIDE THE FIELD WHO HAVE LITTLE UNDERSTANDING OF THE WIDE RANGE OF SUPPORT THE SCHOOLS CAN OFFER. AN EXAMINATION OF PILOT PROGRAMS AND LOCAL EDUCATIONAL EFFORTS IN WISCONSIN, MARYLAND, COLORADO, CALIFORNIA, AND WEST VIRGINIA IDENTIFIES A NUMBER OF CHARACTERISTICS OF CHILD ABUSE AND NEGLECT TRAINING PROGRAMS AND UNCOVERS INNOVATIVE EDUCATIONAL APPROACHES TO THE PROBLEM. A TABLE PRESENTS EIGHT COMPONENTS OF A GOOD TRAINING PROGRAM FOR EDUCATORS, ALONG WITH THE KNOWLEDGE AND BEHAVIOR SKILLS THE EDUCATOR SHOULD POSSESS AS A RESULT OF THE TRAINING. ANOTHER TABLE PRESENTS A CONTINUUM OF EDUCATIONAL SERVICES FOR ABUSED OR NEGLECTED CHILDREN AND THEIR FAMILIES. THESE RANGE FROM SPECIAL REMEDIAL CLASSES FOR SUCH CHILDREN, TO SCHOOL LUNCH PROGRAMS, TO EXTENDED DAY CARE. ALSO RECOMMENDED ARE CLASSES IN PARENTING AND COUNSELING SUPPORT FROM SCHOOL PERSONNEL. AN OUTLINE IS GIVEN FOR A SAMPLE TRAINING SESSION TO HELP EDUCATORS SEE THAT THEIR SERVICES TO ABUSED AND NEGLECTED CHILDREN OUGHT TO EXTEND BEYOND MERE REPORTING OF THE INCIDENT. (GLR)