IT IS DESIGNED FOR USE BY TEACHERS, ADMINISTRATORS, PUPIL SERVICES STAFF, AND SCHOOL NURSES AT THE PRESCHOOL, ELEMENTARY, AND SECONDARY LEVELS; BY STAFF OF LOCAL AND STATE EDUCATION AGENCIES; BY BOARD OF EDUCATION MEMBERS; AND BY SCHOOL-AFFILIATED GROUPS AND PROFESSIONAL ORGANIZATIONS. THE NATURE, EXTENT, CAUSES, AND EFFECTS OF CHILD ABUSE AND NEGLECT ARE PRESENTED, WITH COMMENTS ON (1) WHY EDUCATORS SHOULD BE CONCERNED ABOUT CHILD ABUSE AND NEGLECT, (2) HOW TO RECOGNIZE CHILD ABUSE AND NEGLECT IN A CLASSROOM SETTING, (3) STEPS TO TAKE WHEN REPORTING SUSPECTED CHILD ABUSE AND NEGLECT, (4) INTERVENTION STRATEGIES FOR SCHOOLS, AND (5) PREVENTION OF CHILD ABUSE AND NEGLECT AS A FUNCTION OF BOTH THE SCHOOL AND THE INDIVIDUAL EDUCATOR. POSSIBLE ACTIVITIES FOR THE EDUCATOR INCLUDE ORGANIZING CASE CONSULTATION TEAMS, DEVELOPING ACTION PROGRAMS FOR THE BOARD OF EDUCATION OR THE CENTRAL ADMINISTRATIVE STAFF, LEADING A PUBLIC AWARENESS CAMPAIGN OR A SELF-HELP GROUP FOR FAMILIES, DESIGNING INSERVICE PROGRAMS FOR STAFF, DEVELOPING PROGRAMS FOR ADOLESCENT PARENTS, AND WORKING TO ESTABLISH COMMUNITY FUNDING FOR NEEDED PROGRAMS. A LIST OF 40 REFERENCES, SAMPLE FORMS, AND APPENDIXES PRESENTING STANDARDS ON THE ROLE OF THE EDUCATOR AND AN OUTLINE OF A MODEL CHILD ABUSE AND NEGLECT POLICY FOR SCHOOLS ARE PRESENTED.