The paper describes a collaborative project carried out with staff of an IIWAS (Individual Instruction with Augmented Staffing) classroom and clinical staff of IJR (Institute for Juvenile Research) to provide educational and mental health services to 16 Black inner city children (10-12 years old) with low academic achievement and a variety of behavioral difficulties and symptomology. Goals of the program are outlined as demonstration of a model in which traditional treatment services and an academic program are coordinated in a public school, in which teacher and parent form a joint partnership aimed at enhancing the child's academic growth with the mental health clinician as a consultant to the teacher, and in which "filial" therapy is used to reengage the parents with their children. The presentation covers the following general areas: general descriptive material necessary to identify the special classroom, community and participants and an explanation of the program rationale; specific developmental stages of the program; techniques utilized to engage "unmotivated" parents in the academic process; the treatment modalities utilized to enhance and support emotional growth in a public academic environment; and the working relationship between teaching and clinical staff. (SBH)