The present research featured the typological features of psycho-social, neurophysiological, and endocrine status of 214 schoolchildren of both sexes aged 14–16. The research objective was to identify the relationship between psychosocial and physiological adaptation of adolescents. Cardiorhythmography made it possible to divide the participants according to three types of vegetative regulation: sympathicotonia, vagotonia, and eutonia. The participants were tested for indicators of neurodynamics, emotional state, and socio-psychological adaptation, as well as for cortisol and testosterone content in saliva. Intersystem interrelations were evaluated by means of correlation analysis. The teenagers with predominating sympathetic influences appeared to possess the highest degree of conjugation of social-psychological and vegetative components of the functional system: as anxiety and manifestations of social-psychological misadaptation increased, so did the ergotropic impact on heart beat rate. The vagotonic teenagers demonstrated a much lower total number of correlations, with a distinct interrelation between the increasing anxiety level and the increasing parasympathetic impact. The teenagers with eutonia had a lower number of correlations between psychological, neurodynamic, and vegetative levels in comparison with other types. The analysis revealed the following adaptive strategies in adolescents. The trophotropic hyporeactive strategy was typical of male vagotonics with relatively high levels of steroid hormone secretion. The ergotropic hyperreactive strategy was popular in the sympathotonic group, especially boys with low levels of anabolic and catabolic steroids and girls with a relatively high content of testosterone. The adolescents with eutonia proved to have the balanced strategy. The data obtained can help to create pedagogical conditions for improving the adaptive capacity of schoolchildren, as well as for the development of individual style of activity and successful learning in teenagers.

he concept of life-long education and the Federal State Educational Standard for General Education presupposes teaching technologies that form a positive attitude to a safe and healthy lifestyle in teenagers. The cognitive and social tasks that teenagers have to face grow more and more complex, which means that class environment should develop their coping potential and healthy lifestyle habits. The article features a pedagogical model for improving the health-saving and coping potential of adolescents in class. The model includes functional components that consist of organizational and pedagogical conditions aimed at solving learning, developmental, educational, and social tasks in class and during extracurricular activities. Monitoring proved to be the main organizational and pedagogical condition for improving the potential of adolescents in adaptation and healthy lifestyle habits. Monitoring includes three main stages: analytical, technological, and corrective. The research involved traditional and modified criteria of the health-saving and coping potential. The experiment proved the effectiveness of the new model.