In modern school education, a system, developing high academic loads among schoolchildren, is being formed. The loads pose a serious problem, creating inevitable medical consequences, and producing a negative effect on the morbidity and structure of the pathology for this group of children and adolescents. Given the situation, control over the academic load, its rational distribution and initiating supervision over the academic process intensity are relevant. Basic negative factors of academic process organization were found in the course of academic schedule analysis in 1.728 classes and estimating the academic process intensity during 3.500 lessons. The maximum non-conformities to hygienic standards were found in high school students from cities. It was established that a weekly academic load was exceeded after school owing to extended learning activities, and irrational distribution of a weekly academic load because of difficult subjects. Intellectual, sensory and emotional loads were the leading criteria of an intense academic process. Highly intense academic load was noted for such school subjects as Russian, Algebra, Foreign language, Chemistry and Geometry. The same subjects are taught in different major classes with a various degree of intensity. This required scored correction of how difficult the subjects are in senior major classes.