Literature on the impact of stress on various elements in the teaching-learning process in the school environment is reviewed. Writings and research findings on stress are discussed in relation to: (1) children and adolescents; (2) gifted students; (3) mentally handicapped student; (4) teachers; (5) teacher stress as it affects learning; and (6) student stress as it affects classroom environment. A summary notes that "systematic research on teacher burnout and student stress is scanty." Lifelong human needs are identified as the need to be a unique person, to belong to someone or something, to have events in one's life have meaning, and the need to have variety and change. Suggestions are made for teachers and students in preventing and dealing with stress. (JD)