A survey of current research on disadvantaged students (defined as children of unassimilated lowest class Negroes, Puerto Ricans, American Indians, Mexican Americans, and Caucasians) provides classroom teachers with concise and up-to-date summaries of educational research findings and their implications for teaching. Discussions presented cover who the disadvantaged are, implications of their behavior in school, causes of disadvantagement, and factors of special significance in teaching the disadvantaged (such as intelligence and testing, language, girl-oriented schools, and time and fantasy orientations). Also presented are suggested procedures and methods designed to aid the disadvantaged child at various levels, i.e., ages six to seven, and eight to eleven, and junior high and high school. Specific emphasis is placed on teacher attitudes and approaches to teaching the disadvantaged. (DK)