The study involving 60 children (grades 2 to 8) tested the hypothesis that both aggressive and withdrawn children would benefit from participating in brief daily learning sessions with peers having similar behavioral problems. Ss were divided into three groups: tutors, tutees, and controls. Tutors learned how to correct and reinforce their "students" in an easygoing and non-hostile manner and were given freedom to manipulate content materials of each session, and were allowed to meet with their tutees as often as they wanted. After 5 weeks of peer tutoring, almost all children who actively participated in the program showed higher self concepts and greater behavioral improvements than the controls. In addition, they demonstrated a renewed interest in school and in the learning process. (Author/SBH)