There are two essential social systems with which virtually all children and families have routine, significant contact: school and health care settings. Schools are being asked to address the needs of children and youth at a time when fundamental transformations of schooling structures and outcome expectations are also being demanded. To address the developmental needs of children and families in a comprehensive and preventive manner, schools and communities must coordinate services. Therefore, a service integration perspective that recognizes the central role schools play in the lives of children should guide efforts to establish an empowering, healthy climate for children and their families. Key sources of difficulty in the current service delivery system are the lack of clarity, coordination, and comprehensiveness, resulting in inflexible patterns of funding, training, and service provision. Since the cognitive, social, emotional, educational, and physical needs of children are complex, an integrated services model provides for a more coherent, needs-based response to these complex problems. Health care in schools through service integration, features of an integrated service system, and the relevance to psychology are discussed. In both primary health care and school settings, psychology can play an integral role in prevention, assessment, treatment, consultation, and advocacy for children and families. Contains 16 references. (JBJ)