It is known that children brought up in stressful situations are at greater risk of developing learning and behavioral disorders. Researchers would like to know if all types of stress are harmful for children, or if there is such a thing as positive stress. They would also like to know if certain faculties that one develops as a consequence of having lived in a high-risk situation are specific for those circumstances or may be useful in other situations that pose no risk at all. The high-risk situations are many and rather varied. A brief list includes living in dangerous places, exposure to environmental chemicals, living in unhealthy houses, living without one’s parents or with violent parents, bullying, child labor. Much depends on the age of the child and on whether the stressful event is acute or chronic, isolated or accompanied by other stressful events, intense or weak. One of the problems is that a stressful event is usually out of control, otherwise it would be blocked at its origin. This is precisely the aspect that is under scrutiny. It is believed that in many cases a ‘guided’ stress in combination with children who are ‘guided’ in their response to stress may even help develop better concentration, perception, learning, memory and ability to solve problems.