Defining stress as a "misfit" between individual needs and environmental attributes, this paper reviews research on areas where the designed environment, on both a schoolwide and a classroom level, interacts with the educational process. These interactions are considered from the perspective of stresses imposed on both teachers and students. The macro-environment of the school is examined in terms of its effect on the social interaction, wayfinding, and spatial orientation of users. The micro-environmental variables occurring in classrooms discussed include seating position, classroom design, density (number of students per unit of space), privacy, and noise, and their stress-producing impact on the classroom unit. (MLF)