"Human relations," in its specific frame of reference, has come to mean majority-minority relations. This paper discusses human relations in both its broader as well as in its narrower focus. In human relations, the problems that develop are fairly consistently a function of emotions, and in the area of emotional issues, the school board must assume a leadership role. Unfortunately, the problems of prejudice complicate the task of school boards and administrators in developing effective programs to deal with human relations. However, in dealing with prejudice, boards should (1) acknowledge the limitations of people and the role of prejudice; (2) assure the system of good management and effective supervisory practices; (3) acknowledge the power of expectations, particularly in the area of human relations; and (4) become involved in whatever programs are developed. Specific examples of various approaches to the problem used in several different human relations programs are cited, and the paper closes by providing some guidelines for dealing with the "gap" of understanding between people.(Author)