The interdependence of the school and other community institutions is viewed as undergirding the school's primary function of helping children acquire competence in meeting their life tasks and in adapting creativity to change. First, community conditions may impinge upon a child's capability, and freedom to learn. It is argued that instructional inputs highly incongruous with prior experiences of disadvantaged children disrupt sequential learning. Identification by pupil personnel workers of target groups of pupils presenting a cluster of interrelated problems and community strains can lead to interventive strategies of pimary prevention. Collaboration between schools and other community agencies is also viewed as contributing to preparation of students to assume social responsibility as adult citizens. The third aspect of interdependence relates to collaboration in behalf of individual children experiencing difficulty in school, stressing the necessity for involvement of parents and children in referrals to community agencies, security in one's professional role and respect for the contributions of others, and issues in group deliberation and planning. Pupil personnel workers must give effective leadership within both school and community to enhance children's motivation and opportunities to learn. (Author/CJ)