The article presents the results of the evaluation of the index of functional changes in RSSU students (18—24 years old), after a period of self-isolation in 2021 (against the background of COVID-19) and distance learning experience. A total of 207 people who had no history of COVID-19 were examined. The observation period included years: before the pandemic (2013) and after the pandemic (2022).The study used a set of methods: socio-hygienic methods (questionnaires), physiological methods, including: calculation of the index of functional changes (IFI) and assessment of neuropsychiatric maladaptation (ONPD). IFI is calculated based on data on: blood pressure, pulse, weight, height. The integral indicator allows us to characterize the functional state of the organism by the level of adaptive potential. The certified ONPD method allows you to identify the presence of mental maladaptation. The survey of students made it possible to characterize: the duration of work at the computer, the use of free time, attitude to distance learning. It was revealed that signs of asthenia, depressive signals, mental discomfort were more often registered among students who were on distance learning during the period of self-isolation (December 2020 compared to 2013): 46.5% vs. 21.4±8.8. The index of functional changes (IFI), reflecting the processes of adaptation, in 51.0% of students corresponds to the state of functional stress, of which almost 70% of students (67.5%) noted a significant increase in body weight during the distance learning period. The data obtained give reason to believe that the introduction of distance learning for students, with limited social contacts, is accompanied by the restructuring of many spheres of life, as evidenced by: low mood 45.6% of students, functional stress of the body 51.0% of students, a small proportion of reading and sports (28.4%). The period of distance learning, which lasted for one year, turned out to be sufficient for the majority of students (64.3%) who noted that they were accustomed to the form of distance learning and it is promising in the learning system and can either completely or partially replace full-time education. Only 35.7% consider a mixed or full-time form of education as the most preferable.