Abstract
<jats:p>The article examines the features of dopamine regulation in schoolchildren and students, its relationship with learning load and psycho-emotional state. The neurobiological mechanisms and consequences of the imbalance of the dopamine system in education are analyzed. The aim of the work is to study the neurophysiological mechanisms of dopamine regulation and their correlation with educational and emotional parameters in students. The novelty of the study lies in the fact that for the first time, the dopamine status of two age groups was analyzed on a single methodological basis, taking into account the effects of stress and emotional state. The work identifies and systematizes the key factors of dopamine deficiency, reveals the neurobiological mechanisms of disorders — from molecular changes to systemic effects in the regulation of motivation and cognitive functions. The study confirms the applied value of dopamine status assessment: the data obtained help to develop differentiated strategies for maintaining mental health and increasing academic productivity.</jats:p>