Some research has been done on culture shock, and some lesser-known research has looked at the phenomenon in older elementary school age children. Studies have examined the stages of culture shock, its effects on the already largely formed personality, immigrant experiences in America and its public schools, language use in the home, second language learning, and family attitudes. Some of the mistakes schools commonly make with immigrant children are mismatching of language skill level, using culturally bound materials, and not making provision for intercultural interaction among children. Providing language activities that are culturally loaded in favor of the students and understandable in the second language as a supplement to the regular English-as-a-second-language curriculum would help to balance the school experience for these students. Native country educational practices and attitudes should also be considered. Administrators should create conditions that would promote literacy in this group, researchers need to communicate what they learn about these problems to the public, teachers must be courageous in trying new solutions, and the public should be more aware of the problems and possibilities for progress. Descriptions of teacher-developed class activities are included. (MSE)