ABSTRACT
The integrated assessment of urban general educational establishments has revealed that teaching conditions at most of them do not meet the requirements of hygiene and the natural science bases of age-related psychophysiology. Only at the recently commissioned schools, the teaching conditions are recognized to be acceptable and they may become optimal on remedying flaws in the organization of a teaching-and-educational process. The conditions at other earlier built schools are moderately hazardous. The routine and organization of a teaching-and-educational process have more significant deviations at innovational schools than those at secondary general education ones. Disadvantages in the organization of medical provision are more frequently observed at innovational schools too. The negative impact of higher loads at innovational schools can be leveled, by actively introducing into an educational process the health-preserving and health-improving technologies that should be employed by teachers and medical workers.
