This document synthesizes research findings to formulate a theory to guide relaxation training in educational settings, particularly rural schools. Young people experience many intense life events that require coping skills or relaxation. Family-related stress factors include instability in the home, lack of a support system, conflicting values, sibling rivalry, and family mobility. In school, children may experience stress related to academic achievement or social relationships. Community-based stressors include the technology explosion and world problems. For 5 years, researchers trained 10- to 18-year-old students in relaxation, using biofeedback, guided imagery, autogenics, and deep breathing. The resulting theory of relaxation holds that: (1) relaxation training decreases arousal, with high-anxious persons more capable of change than low-anxious persons; (2) students evoke the relaxation response easily but have difficulty evoking arousal; (3) all training techniques are suitable, with cognitive methods more effective with extended practice; (4) practice creates an incremental effect; (5) personal training is more effective than cassette programs; and (6) biofeedback instrumentation enhances measurement of relaxation states. Relaxation training improved students' self-management skills, decreased state anxiety, increased girls' social interaction skills, improved self-concept, reduced test anxiety, and raised test scores and achievement. This document contains 136 references and suggestions for implementation of a system-wide stress management program. (SV)