The relevance of major concepts associated with social learning theories for teaching deprived and minority children are reviewed; from these concepts postulates are abstracted which are intended to induce further inquiry and research. The paper describes practical application of social learning theories to education, offering the school a common context through which environment, developmental sequence, and early experiences can be understood and researched. These theories enable educators better to understand how deprived and minority children think and feel about themselves, and to become aware of factors in the environment precipitating cognitive and affective problems that may have some bearing on academic performance. A need exists to conduct empirical studies to determine the degree to which social learning theories impact on the academic performance of minority and deprived children. Eight postulates are outlined to stimulate further inquiry and research. The study of social learning theories enables the school to understand how students' cultures and learning styles can be modified to promote expected learning outcomes. (LL)