Teachers receiving training about child abuse issues raised many questions about what they could do in a classroom to facilitate the healing and growth of an abused/neglected child. The questions centered on three main areas of concern: (1) How are children's extreme behaviors to be interpreted? (2) What is the teacher's role? and (3) What can teachers do to promote more appropriate behaviors? This booklet provides a responses to these questions. The left-hand column of each page lists personal, interpersonal, cognitive, and emotional issues likely to confront abused children. Such issues include boundaries, trust, role reversals, safety, self-esteem/self-identity, authority/power/control, shame/guilt/anger, loyalty/denial, and confusion. The middle column of each page specifies problematic behaviors related to each of the listed issues. The right-hand column offers suggestions for dealing with the behaviors in ways that control negative behaviors and give special attention to needs of abused children. To use this booklet effectively, a teacher must recognize that interventions require time and consistent application and that children under stress who have not been abused may behave in ways characteristic of abused children. (RH)