The research goals of this study were to determine the special school needs of single-parent children; the effectiveness of schools in addressing those needs; and school policies, programs, and practices that would better address the needs of these children. Subjects were principals of Iowa schools with seventh and eighth grades; single parents of children in the schools; and experts in Iowa's Department of Public Instruction and other public and private social service agencies. Of the 510 principals who were mailed surveys, 391 responded and, a total of 398 single parents responded. A two-phase design was used. Data collected in the exploratory phase were obtained from 30 interviews of the principals, parents, and experts. In the verificational phase, a four-part survey instrument asked respondents to: (1) rate the importance of identified special needs of single-parent children; (2) confirm the existence and rate the importance of 25 specific school policies, programs, and practices; (3) evaluate the school's effectiveness in meeting the needs of single-parent children; and (4) provide personal and professional background information. Results showed that respondents agreed on four broad areas of special need: (1) stability and structure; (2) social acceptance; (3) parental involvement in education; and (4) children's need to spend time with adults. Other results are discussed. There are 51 citations. (RH)