Literature on seriously emotionally disturbed children who are socially withdrawn is reviewed, with particular attention given to definitions, identification, etiology, importance of treatment, and treatment procedures. Researchers' attempts to define and categorize social withdrawal are reviewed, and it is suggested that a child's behavior be compared with his/her normal behavior prior to identification as socially withdrawn. Next examined are sociometric measures, teacher ratings, psychological testing, and direct observation methods, with the latter approach seen to be the most accurate source of information. Aspects of etiology considered are biological factors, family relationships, school experiences, and adjunctive (schedule-induced) behavior. The importance of treatment in early primary grades to avoid later difficulty in school is discussed relative to studies of children in school and mentally ill adults who were withdrawn as children. Reviews on approaches to treatment include studies on guidance counselor procedures; play therapy, socialization, and therapeutic sports activities; modeling; teacher attention; and behavioral training. It is concluded that researchers agree only on the importance of treatment, and recommendations are forwarded for research in specific areas. (MC)