In order to analyze the productivity of mental working capacity have been examined 267 7–10 years old pupils of different sexes and with various levels of manifestation of borderline neurotic disorders. There have been used the “children’s questionnaire of neurosis” by V. V. Siedniev and alphabetic tables by V. Y. Anfimov. It is established that intensity of mental working capacity of girls has a stable character during the week and only at the beginning of the week it has incredibly lower productivity (p> 0,05) than on other days. While weekly dynamics of changes of productivity of mental working capacity of boys has character that is similar to changes in working capacity of pupils during the week in general. Besides, on Monday girls have higher rate of productivity of mental working capacity than boys that can demonstrate the highest motivation and girl’s best setup for educational activity. The connection between the productivity of mental working capacity and the “neurotic status” of students is established. Thus, at children with the high levels of manifestation of borderline neurotic disorders is observed increase of productivity of mental working capacity on Thursday, while at pupils with low levels of borderline neurotic disorders peak of working capacity is observed on Wednesday with probable excess of this indicator on Monday. Productivity of mental working capacity of students with “neurotic status” is almost stable during the week (p> 0.05), despite its low level during the week as a whole. Low levels of productivity of mental working capacity of this group of pupils are accompanied by the smaller volume of the work performed and the large number of the made mistakes, that also indicates lack of time for effective perception and an excess of information that is submitted for analysis and processing, which are the signs of “information neurosis”. Prospects of further research is the analysis of factors of negative communicative impacts, such as features of organization of educational and cognitive activity of students with low levels of intensity of mental working capacity directly on the lessons and during breaks, weekends, holidays in order to identify such psychogenic violations of working capacity as didactogenic neurosis.