School psychologists have a long and successful history in making themselves indispensable in schools by expanding their roles and their skills to meet the demands of an ever-changing clientele. As the rates of survival of children with a wide spectrum of genetic and neurodevelopmental disorders and acquired injuries and disease affecting the central nervous system increase, so will the number of children who require psychological services. Left unrecognized, thus untreated, these children are at significant risk for learning and behavior problems. Research has shown that regardless of severity, the majority of children with neurologic insults are discharged from acute care hospitals directly to their homes without any community support or rehabilitation plans. Given the amount of recovery that still takes place after returning to the classroom, the age at which many neurologic problems occur, and the persistence of these children's problems, schools are a critical treatment site for children with neurologic conditions. Although the field of child neuropsychology is rapidly growing, it is still relatively small. Training programs and professional school psychology organizations, therefore, need to consider ways to increase school psychology's involvement in this area. (JBJ)