School counselors may provide services as well as orchestrate and manage many elements of the guidance process, but the community which includes institutions, persons, processes, and other resources also has the potential to facilitate child development and the goals for school guidance and counseling. Various populations of children and youth differ in both the intensity and form of their needs for guidance services. The parents of children from lower socioeconomic backgrounds need more and different support from the community and school than is true of families who are able to pay for private tutorial or guidance services if the school is unable to provide all that they desire. Schools and school counselors alone cannot meet all of students' and families' needs. They cannot be responsible for the total well-being of children. Inherent in the guidance planning process is identification of the needs of children relative to emotional, physical, social, and intellectual matters and, indirectly, those of their parents to be empowered to support, encourage, and inform their children. The issue becomes one of assessing and attempting to secure the available resources in the school and the community that can be brought to bear on the guidance needs of various populations of children and youth. Connections between schools and communities can be forged to more fully promote the present and future well-being of young people. (LLL)