This paper speaks to the need for a methodology for planning indirect services of a mental health nature in schools. For indirect services to be relevant, plans for intervention need to be based on: (1) comprehensive information about the school; (2) systematic procedures for estimating the relative salience of various problems identified in the school; and (3) an appropriate rationale for assigning priorities for intervention among the problems. Support for indirect services seems to provide consultants and the schools the opportunity to engage in primary prevention efforts. The development of procedures and instruments for assessing mental health needs in schools is discussed. (SJL)