Research findings produce a positive argument for the inclusion of relaxation training in the school curriculum. Since today's children face a great deal of stress, they must learn coping techniques. Learning to relax at will is one method of learning to survive, because the relaxation response is incompatible with anxiety; the child learns to manage stress rather than to be managed by it. The school curriculum affords an important opportunity for the structured and organized learning of stress management. Such a program improves self-management skills and self-concept, strengthens the right hemispheric abilities of the brain and such faculties as creativity, and improves various abilities to attain achievement. The second section of this paper addresses five basic considerations in the introduction of a school relaxation program: (1) will implementation require additional personnel?; (2) how much inservice do teachers and other staff need?; (3) how much time in the instructional program does the technique require?; (4) what materials are appropriate for implementing the relaxation program?; and (5) what success can the student expect? A discussion, with specific suggestions for materials and procedures, based on two relaxation research studies, is provided for each of the five questions. A seven page reference list and a list of relaxation program materials with ordering information are appended. (WAS)