This study investigated the relationships between children's levels of depression, their perceptions of their classroom social climate, and their perceptions of their families' functioning. The three self-report instruments employed were the Reynolds Child Depression Scale (RCDS), the relationship dimension of the Classroom Environment Scale (CES), and the Family Adaptability and Cohesion Evaluation Scale III (FACES-III). Children in the third through sixth grades (n=113) who had been referred for counseling services, in ten different elementary schools, were involved in this correlational investigation. The results indicate significant correlations between depression and family cohesion, family adaptability, the total score on family functioning, classroom involvement, classroom affiliation, and the relationships dimension of classroom social climate. Implications of these findings for school counselors include the importance of providing comprehensive treatment for the depressed child through family counseling and classroom-based interventions, in addition to traditional individual or small group counseling. (Contains 30 references.) (Author/TS)