Школа в период самоизоляции: что мешает и что помогает подросткам учиться?
The coronavirus pandemic led to a massive transition to distance learning at schools. All participants in the educational process adapt their lifestyle, workplace, communication methods and leisure forms to the new circumstances. Nowadays the consequences of this phenomenon begin to be studied. This article is devoted to the study of the experience of learning, communication and leisure of teenagers in conditions of social isolation and school closure and approbation of the risk and protective factors model in the context of adaptation to the distance learning. Thematic analysis of semi-structured interviews with adolescents aged 13-17 from Moscow, Ryazan, Tomsk, Moscow and Sverdlovsk regions allows us to characterize five thematic categories in terms of the main factors that make it more difficult or easier for schoolchildren to adapt to the distance learning. The categories include: school and teacher relations; supplementary education and hobbies; relationships with peers; family context; individual and personal characteristics of schoolchildren. The pilot nature of this study and a small sample limit the possibilities of extrapolating the conclusions to all groups of Russian schoolchildren, but allow us to problematize the complex nature of the difficulties faced by adolescents and demonstrate a wide range of resources that allow them to cope with them. Based on the results, we developed short recommendations that can be used by the management of educational organizations, teachers, and parents to reduce stress and simplify the adaptation of students during distance learning.