This paper argues that the mental health needs of Black children and families have never been properly assessed. Central to Black mental health has been the notion of cultural normality and deviance and the related questions of adjustment and maladjustment. Research is needed in three areas: (1) the Black family, (2) schools, (3) tests and measurements. There has been little research on the life histories or social factors of Black children and families who succeed despite racism and poverty. Coping strategies for child rearing need investigation in order to factor out those that do and those that do not lead to the development of healthy children. School is the next most important socializing force impacting on the Black child. However, a preponderance of educational philosophy is based on the Anglo-Saxon ideal instead of on the Black child's needs. Future research needs to focus on what is wrong with this system for the Black child. Part of accepted educational philosphy is a belief in tests and measurements. Intelligence testing, especially, has had devastating effect on Black children. An IQ test alone will not differentiate between pathology and cultural difference. Clearly, a new direction in the study of Black mental health is needed--it must involve Blacks at all levels of research. (MS/Author)