A pilot study exploring the use of mental health consultants to teachers of socially and emotionally maladjusted pupils in regular classes was conducted to (1) help teachers cope with these children and facilitate successful learning experiences for them, (2) enable teachers to be more effective with all children, (3) understand effects of curriculum and teaching methods on children, and (4) develop further methods for understanding and teaching both the advantaged and the disadvantaged. Advantaged and disadvantaged schools were selected; one of each was a control school, while the other six were experimental schools. Involved were 59 teachers and over 2,000 children. Six mental health consultants, assigned one to each experimental school, met with the same group of teachers weekly and were available for individual conferences. Pre- and postquestionnaires were administered to every teacher and child in the eight schools. Each consultant kept a log of the 15 weekly sessions, consultations, and classroom visits. Results indicated: (1) In the control schools, where there were no consultants, only negative behavioral and attitudinal changes occurred. (2) To the extent that consultants and teachers together clearly defined the goals of their meetings, there were positive changes in teacher and student behavior. (Included are 26 recommendations and the questionnaires used.) (Author/SG)