A 2-YEAR RESEARCH STUDY INVOLVING 6- AND 7-YEAR-OLD CHILDREN IN NEW ORLEANS AND 16- AND 17-YEAR-OLD ADOLESCENTS IN ATLANTA SOUGHT TO PROVIDE INFORMATION FROM THE VIEWPOINT OF CHILD PSYCHIATRY ON THE EFFECTS OF DESEGREGATION ON THE LIVES OF BOTH WHITE AND NEGRO CHILDREN IN SOUTHERN SCHOOLS. NEGRO CHILDREN WHO INITIATE COURT-ORDERED DESEGREGATION IN THE SOUTH ARE LIKELY TO SUFFER TENSION AND PRESSURE IN A MUCH GREATER DEGREE, ALTHOUGH NOT OF A DIFFERENT KIND, THAN OTHER NEGRO CHILDREN. DURING THE SCHOOL YEAR ONE CAN OBSERVE ALL OF THE MEDICAL AND PSYCHIATRIC RESPONSES TO FEAR AND ANXIETY IN THESE CHILDREN, LOSS OF APPETITE, SARCASM, INSOMNIA, AND DEPRESSION. YET THE MAJORITY SURVIVE THE STRESS AND LEARN AT AN EARLY AGE HOW TO COPE WITH THEIR POSITION IN SOCIETY AND ITS CONSEQUENCES. WHITE CHILDREN ARE ALSO CONFRONTED WITH MANY STRESSES AS THEY SEEK BOTH TO OBEY THEIR PARENTS AND TO FOLLOW THEIR OWN NATURAL INCLINATIONS. WHAT THE WHITE CHILD SENSES AND FEELS IN A DESEGREGATED CLASSROOM DEPENDS ON THE NEGRO CHILD IN THE ROOM, THE WHITE CHILD HIMSELF, THE WAY HE SEES THE PARTICULAR NEGRO CHILD, AND WHAT ACTUALLY HAPPENS IN THE ROOM BETWEEN THE NEGRO CHILD, HIS CLASSMATES, AND TEACHERS. THE PHILOSOPHY AND DESIRES OF THE TEACHER ARE IMPORTANT BECAUSE SHE SETS MANY STANDARDS AND ESTABLISHES THE CLIMATE OF THE CLASSROOM.