The following premises formed the basis for this research: (1) a child's social and intellectual development are closely related; (2) the classroom teacher has a tremendous influence on the social as well as the academic growth of children; and (3) the school counselor may facilitate children's academic and social growth through consultations with teachers. Research questions were formulated asking whether sociometric statuses, grade point averages, FIRO-BC scale scores of students identified as isolates would improve after teacher-facilitated interactions resulting from teacher-counselor consultations were implemented. Subjects were 17 children in Grades 4 through 6 who were identified as isolates on a sociometric instrument administered by their classroom teachers. The counselor consulted with the teachers of these students once a month, or six times during the academic year. Consultation focused on involving the child in the educational experiences. Results showed an increase during the school year in the sociometric status of all 17 children. There was also a significant increase in grade point averages, and significant differences on five of the six scales of the FIRO-BC for these children. These findings lend support to the notion that a child's social and academic development are closely related, and that the classroom teacher does have an influence on both. (Author)