The high levels of anxiety found in some educational environments are an almost insuperable block to effective learning. So called facilitating stress is only rarely a useful pedagogical device, since it requires a high level of student self confidence and only operates in the later stages of certain types of learning. Anxiety among students leads to poor performance and hostility, which threaten the teacher’s professional self esteem. Unconscious retaliation under various rationalizations aggravates the problem. Appropriate responses include early identification of the problem, avoiding the escalation of mutual hostility, therapeutic management of stress—but especially prevention. In an experiment in stress prevention and management at a Canadian university, the usefulness of personal acquaintance with students, realistic reassurance, and the avoidance of threatening behaviours were assessed. Five case histories illustrate the successes and limits of this approach.