The need for educating teachers to identify depression in children is established, and an inservice training course to develop awareness of student characteristics is outlined. A review of the literature points out that many withdrawn and fearful children are often overlooked in the classroom. Characteristics of withdrawal, depression, and other pathological disorders (such as runaway reaction, shyness, and psychoneurosis) are examined. Implications for the classroom are seen to include substitution of fantasy for reality or the absence of any fantasy play at all. A discussion of diagnostic and screening techniques focuses on an ecological interview tool. An inservice packet provides suggestions for planning, implementing, and following up by the facilitator. Three inservice activities are described in terms of goals, objectives, methods, and evaluation. Five screening techniques (including anecdotal records and a withdrawn behavior checklist) are then presented with suggestions for the facilitator. (CL)