It is important for teachers to produce a comfortable learning climate for students whose parents are divorcing. Research has shown that divorce precipitates a major crisis in the lives of most children and that the stress which accompanies divorce often affects school behavior and academic performance. Children at different ages react differently to divorce. Primary grade children appear to have more difficulty dealing with divorce than do older children. Stages from the Kubler-Ross grief model of death which have been applied to children of divorce are anger, depression, guilt, fear, and relief. Teachers need to understand the effects of temporary and prolonged stress on children, and to be supportive in the classroom. Teachers must be patient, be willing listeners, and avoid using terms in the classroom that may be offensive to children of divorce. Teachers should not expect failure from children whose parents are divorcing, nor should they expect these children to be totally unchanged. Close communication between parents and teachers is essential and teachers should encourage parents to inform the school of major changes at home. The extent to which children in crisis can turn to the school for support depends on the school system and the extent to which programs exist for assistance. By increasing their sensitivity to children of divorce, teachers and administrative personnel can offer these children help and support through a difficult family transition. (NB)