Disorders of adaptation of children to emotional and physical stresses associated with learning: A modern view of the problem and treatment options. A review

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Abstract
School adaptation disorders are a common multifactorial problem in pediatric and neurological practice, exacerbated in recent years by new psychosocial stressors. Early diagnosis and comprehensive treatment of this condition are key factors in the prevention of severe anxiety and depressive disorders in the future. The review highlights current views on the etiology, neurobiological mechanisms, and comprehensive approaches to addressing adaptation disorders to school stress in children. A review of modern Russian and foreign literature data on the problem of school stress, maladaptation, and the role of emotional competence and executive functions in the adaptation process was conducted. The root cause of school maladaptation is a complex of stress factors (significant life changes, academic stress, social difficulties, and environmental exposures). The development of emotional competence (the ability to recognize and regulate emotions) and executive functions (inhibition control, working memory, cognitive flexibility), which are closely interrelated, play a key role in successful adaptation. A practical care approach should include both non-pharmacological methods (such as psychological and pedagogical interventions, as well as work with the child's family) and adequate pharmacotherapy. The nootropic agent nicotinoyl γ-aminobutyric acid (Picamilon), which has a complex, autonomous, stabilizing, anxiolytic, vasoactive, and neurometabolic effect, is considered a pathogenetically justified and safe pharmacological option. The importance of timely detection of school maladjustment signs and the use of an integrated approach combining psychological support and, if necessary, modern nootropic agents with a favorable safety profile is emphasized. It enhances children's ability to adapt to school and improves their long-term mental health outcomes.

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