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The problem of risks of destructive behavior of high school students is considered, taking into account the peculiarities of preparation for the exam, changes and complication of the content of educational material, an increase in the level of requirements, as well as situational factors that have a negative impact on young citizens of Russia. The study of the specifics of the impact of the new social reality on older students, the analysis of scientific works and the generalization of pedagogical experience on this problem made it possible to conclude that the risk factors associated with relationships are added at three different levels (micro-, meso-, macro-), each of which has its own characteristic features and consequences. At the same time, some risks and threats (doxing, droppery, etc.) are cross-cutting, multi-level in nature. In addition, it has been proven that the integral risk indicator of destructive behavior and the degree of resilience are inversely proportional. The upbringing of resilience is one of the most important conditions for the formation of immunity, which protects schoolchildren from the potential risk of being a victim of fraudsters and manipulators. Such immunity is manifested in the ability of the individual to maintain stability in an environment with traumatic effects.
destructive behavior of high school students, psychological pressure, micro-, meso- and macro-levels of situational risk factors, resilience
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