Substantial evidence exists in both popular and professional literature which suggests that some adults, male and female, will experience what has been variously labeled as a "mid-life crisis" or "mid-life depression." Research provides evidence that the lifespan can be conceptualized as a series of transitions from one status or situation to another. Many adults complete these transitions with a minimum of distress; others experience acute discomfort. A number of investigators have proposed explanations of the dynamics of adult transitions, although perhaps Levinson has presented the most elaborate description of adult psychosocial development, derived from research with forty men aged between thirty-five and forty-five during a nine-year period. In his view, adulthood can be visualized as a series of relatively stable life structures followed by transition periods leading to new structures. Both the individual life structure and the transitions to new structures may precipitate stress response. The research of Levinson and others suggests implications for education. These include some of the following: reduced teacher mobility, coupled with the difficulty of teaching today, can lead to teacher anxiety, guilt, and job disatisfaction; the advancing mean age of teachers may present problems in the area of teacher-student relationships; and school curricula should include content about adulthood and coping strategies for managing potential crisis situations. (JH)