This paper presents research on the influence of divorce on the classroom behavior of school-aged children. It attempts to uncover some contributing factors that may play a role in how a child deals with divorce. It explores the role of the teacher and school in the intervention and discusses what teachers have observed in working with children of divorce. Data were gathered from a literature review and from interviews with 48 elementary school students. Ten teaching professionals were interviewed about their experiences working with children from divorced families. The literature review suggests that the major contributing factors that may play a role in how a child responds to divorce are parental conflict; parental involvement; family structure; and economic strain. Professionals report that children of divorce have more difficulty behaviorally and academically. They also suggest that children from divorce are more aggressive; pushy; needy for attention; physical; and have difficulty controlling their anger. Schools can play a major role in helping children deal with divorce and can help promote a child's adjustment to the new situation as described in the interviews with professionals. Teachers need to have close contact with parents, provide an environment of love and acceptance, and work to instill confidence in each of these children. (Contains 8 appendixes and 79 references.) (JDM)