The papers included in this monograph are related to or are an outcome of a three-year demonstration project undertaken by the Jane Addams School of Social Work, University of Illinois at Urbana-Champaign. The project's purposes were to define a role for school social workers in school-community-pupil relations and the concomitant tasks and responsibilities in such a role; to identify the theory and knowledge base necessary for such social work practice; to develop a training program for a school social work specialist in school-community-pupil relations; and to evaluate the process and outcomes of the project. The model of school social work practice developed by this project differs substantially from traditional models because of the following reasons: (1) school conditions and practices that bear adversely on low income and minority students; (2) community conditions that increase the alienation of students and parents from existing schools and social institutions; (3) lack of role clarity among professional pupil personnel workers; and (4) failure to update pupil personnel services to be responsible to the current needs of students. The articles review: (1) the history of school social work; (2) the development of a new model for school social work; (3) the use of change in existing school-community-student relationships; and (4) future directions for school social work. (Author/HLM)