This document, written primarily for teachers of young school-age children, suggests sound, corrective approaches based on the type of observations and knowledge of the student's behavior available to every teacher. Implicit in the publication is the recognition that in the vast majority of children with delays or distortions in personality development, the manifestations are evident but not yet deeply embedded by the time they get to school. The author provides the reader with a picture of what the educator can contribute to the mental health of a child, concurring with the concept of the inseparability of all forces influencing the development of the child. This volume outlines, for the teachers, areas of involvement where they can be participants in providing a corrective emotional experience for children with mental health problems. Teachers can also enhance their teaching effectiveness by giving attention to the weaknesses in ego development which are apparent. Such help can then lead to improvement in learning as well as personality functioning. (Author/SES)