This guide addresses issues concerned with the reintegration of students with traumatic brain injuries (TBI) into the classroom. It first provides a definition of TBI and identifies characteristics of students with TBI. The guide then discusses cognitive consequences of TBI, with emphasis on deficits of executive function, attention, and memory. Seven guidelines for classroom management of students with executive function deficits follow. A common timetable for regaining attentional skills is offered and goes from "ability to focus attention at all" through "ability to sustain attention" and finally "ability to divide attention." The variety of disturbances of memory processes is discussed as is the relationship between metamemory and working memory. One section provides specific recommendations for school re-entry such as establishment of a school team and avoidance of certain words and phrases in describing the TBI child. The role of the school psychologist in assessment of TBI children is addressed, and specific tests and subtests are recommended. Guidelines are offered for managing behavior problems (such as agitated behavior and inappropriate sexual behavior), cognitive disturbances, and problems of attention and control. The final section considers the use of compensatory systems and accommodative techniques to manage organizational and memory deficits. Contains 29 references. (DB)