BECAUSE THE PROBLEMS OF EDUCATING SOCIALLY DISADVANTAGED CHILDREN EXTEND FAR BEYOND CLASSROOM WALLS, GUIDANCE COUNSELORS MUST CONSIDER THE ECONOMIC, SOCIAL, AND POLITICAL FACTORS WHICH AFFECT THE LIVES OF THESE CHILDREN. IN GUIDING THE NEGRO CHILD, FOR EXAMPLE, THE COUNSELOR SHOULD BE AWARE OF THE HOUSING AND EMPLOYMENT PROBLEMS WHICH THIS CHILD'S FAMILY FACES. TO DEAL WITH THESE AND THE OTHER PROBLEMS WHICH AFFECT THE DISADVANTAGED CHILD'S SCHOOL PERFORMANCE (MANY DROP OUT OR BECOME DELINQUENT), GUIDANCE PERSONNEL SHOULD MAKE WIDER USE OF THE SERVICES OF THE COMMUNITY AGENCIES WHICH ARE SENSITIVE TO THE NEEDS OF THE DISADVANTAGED. THE URBAN LEAGUE, FOR EXAMPLE, COOPERATES WITH SCHOOLS, COLLEGES, AND COMMUNITY GROUPS TO DEVELOP DEMONSTRATION PROJECTS, ARRANGES VOCATIONAL OPPORTUNITY CAMPAIGNS, AND CONSULTS WITH OTHER CONCERNED ORGANIZATIONS. BESIDES THE URBAN LEAGUE, THERE ARE MANY FEDERAL AND STATE ORGANIZATIONS, LIKE THE NATIONAL COMMITTEE ON CHILDREN AND YOUTH AND THE OHIO CIVIL RIGHTS COMMISSION, WHICH CAN HELP COUNSEL DISADVANTAGED CHILDREN AND YOUTH. SCHOOLS, HOWEVER, DO NOT MAKE WIDE USE OF THESE ORGANIZATIONS OR OF COMMUNITY RESOURCES IN GENERAL, POSSIBLY BECAUSE ADMINISTRATORS "FEAR" COMMUNITY INVOLVEMENT, ESPECIALLY WHEN IT REQUIRES CROSSING RACIAL LINES. (LB)