THE RELATION OF HEARING LOSS IN SCHOOL PUPILS TO INFORMATION DERIVED FROM (1) SOCIOMETRIC TESTS, (2) SOCIAL BEHAVIOR TREND INDEXES, (3) TEACHER JUDGMENTS AND RATINGS, (4) PARENT QUESTIONNAIRES, AND (5) STANDARDIZED ACHIEVEMENT AND INTELLIGENCE TESTS WERE EXAMINED. THE SUBJECTS CONSISTED OF AN EXPERIMENTAL GROUP OF PUPILS WITH VARIOUS TYPES AND LEVELS OF HEARING IMPAIRMENT, MATCHED WITH A CONTROL GROUP OF NORMAL HEARING CLASSMATES AND A SPECIAL CLASSROOM OF PUPILS REPRESENTING CONDITIONS OF MODERATE TO SEVERE HEARING IMPAIRMENT. THE STUDENTS WERE FROM FOUR INDIANA PUBLIC SCHOOL SYSTEMS, GRADES 4-7, AND AN INSTITUTION. THE FINDINGS IN BOTH GROUPS WERE CONSISTENT IN THAT THOSE SUBJECTS WITH HEARING LOSS WERE LESS SOCIALLY ADJUSTED AND HAD LOWER AVERAGE INTELLIGENCE SCORES, MORE NEED OF APPROVAL IN RATINGS BY PARENTS AND LOWER RATINGS IN READING, ARITHMETIC, AND SPELLING ACHIEVEMENT. THE SPECIAL CLASSROOM PROGRAM RESULTED IN SIMILAR FINDINGS. (GC)