Features of the reaction of the autonomic nervous, cardiovascular and endocrine systems to learning loads during the acute period of primary school adjustment

Introduction. The problem of first-graders’ adjustment to schooling is relevant, since the success of further education depends on its course. In the available literature, there are practically no results of comprehensive studies revealing the reactions of stress-implementing systems (autonomic nervous, cardiovascular and endocrine) of the body of first-graders during acute adaptation to learning loads. The purpose of the study is to identify the features of the reaction of the autonomic nervous, cardiovascular and endocrine systems to learning loads during the acute period of adaptation to school. Materials and Methods. The methodological approach of the research is P. K. Anokhin’s theory of functional systems, according to which functional systems are selectively involved in adaptation processes to changes in environmental factors. In order to assess the activities of the autonomic nervous system, the method of heart rate variability (HRV) and galvanic skin reaction (CGR) were used. The functional state of the cardiovascular system was studied by indicators of heart rate (HR) and blood pressure (BP). The state of the endocrine system was assessed by the level of cortisol in saliva. Results. The article presents the results of a comprehensive study of first-graders’ adaptation to learning loads at the beginning of the school year. The examined children were divided into three groups: students with hypersympathicotonia (25 %), with optimal functioning of regulatory systems (50 %), and with relative vagotonia (25 %). Adaptation to systematic learning in children with optimal functioning of regulatory systems was accompanied by a decrease in vegetative activity by the end of the week without involving the cardiovascular and endocrine systems. In children with excessively high activity of the sympathetic department of the ANS, the highest values of the studied indicators of the cardiovascular system were noted. In half of the children with hypersympathicotonia, excessive sympathetic activity persisted during the school week. In children with a predominance of parasympathetic regulation of heart rate, there was a decrease in vegetative activity by the end of the school week. Children with hypersympathicotonia and relative vagotonia, demonstrated adaptation stress compared to children with optimal functioning of regulatory systems. Conclusions. The study concludes that the stress of adaptation to learning loadx at the beginning of systematic schooling is noted in 50 % of first-graders. Schoolchildren with hypersympathicotonic type of heart rate regulation have a high risk of developing autonomic dysfunction.