A TOTAL OF 384 CHILDREN WERE IDENTIFIED BY THEIR TEACHERS AS DEMONSTRATING EITHER (1) PERSISTENT APPROVED OR (2) PERSISTENT DISAPPROVED CLASSROOM BEHAVIOR. AN EXAMINER INTERVIEWED EACH FAMILY USING THE GLUECK RATING SCALE AND ADMINISTERED SEVERAL PSYCHOLOGICAL INSTRUMENTS TO EACH CHILD (KVARACEUS DELINQUENCY PRONENESS SCALE, THE SENTENCE COMPLETION FORM, AND THE SITUATION EXERCISES). SEVERAL STRONG RELATIONSHIPS BETWEEN CLASSROOM BEHAVIOR AND VARIOUS FACETS OF THE CHILD'S FAMILY LIFE BECAME EVIDENT. THE TWO GROUPS DIFFERED MARKEDLY IN THE MANIFESTATION OF PATERNAL DISCIPLINE, FAMILY GROUP ACTIVITY, MATERNAL SUPERVISION, AND PARENTAL DISAPPROVAL AS RELATED TO CLASSROOM BEHAVIOR. HELP FOR THOSE STUDENTS WHOSE BEHAVIORS INDICATE AGGRESSIVE TENDENCIES SHOULD BEGIN IN THE EARLY GRADES BEFORE SELF-CONCEPTS BECOME STABILIZED AND SHOULD TAKE THE FORM OF ALLEVIATION OF AGGRESSION-INDUCING FRUSTRATIONS AT HOME AND WITHIN THE CLASSROOM. THE TEACHER MUST TAKE THE INITIATIVE IN ISOLATING AND IDENTIFYING PROBLEMS AND IN ATTEMPTING TO SECURE REMEDIAL ASSISTANCE. (DA)