This paper presents an overview of interventions that schools can use to enhance the psychological and social development of children in a desegregated school environment. Five remedies, designed to meet children's psychological needs in desegregated schools, are first defined and then analyzed for specific interventions appropriate at the school or classroom level. Self-esteem may be improved by seven interventions, including reducing social comparisons and interpersonal competition among students. Achievement motivation may be enhanced through such means as offering attainable but challenging goals to students, while coping skills are aided by stressing students' strengths. Vocational aspirations and social skills are also necessary in school settings and are developed by interventions such as ascertaining students' interests and encouraging cooperation. From a list of 6 kinds of desirable school integration practices and 13 school climate characteristics, a 9-step improvement process for school integration--provided in an appendix--also helps put classroom interventions in larger perspective. (JW)