Objective. We studied the features of day`s routine in primary school age children with different levels of academic achievements and fatigue at the end of the school day.

Methods. The results of proofreading test of 589 children of primary school age group (330 boys and 259 girls), received during a school week, were analyzed; average academic achievements of those pupils according to the 12 points' scale and the results of the questionnaire poll of the parents on the day's routine were analyzed as well. We used hygienic, statistical, and sociological research methods.

Results. At the end of the school day a strong and expressed fatigue was registered in (19.1 ± 1.1)% of primary school age children, initial fatigue — in (33.3 ± 1.3)% of the children, absence of fatigue — in (47.6 ± 1.3)% of the children (p<0.001). Sleep duration less than 10 hours increases a probability of the development of fatigue by 33.0% (p<0.05) at the end of the school day; duration of the walk less than 1.5 hours — by 64.0% (p<0.001). Walks duration less than 1.5 hours increases a probability of the lowering of the academic achievements to 5-9 points by 66.0% (p<0.05) as well. In comparison with a rational timetable, the irrational one increases a probability of the development of strong and expressed fatigue by 44.0% (p<0.01) and decrease of the academic achievements to 59 points — by 28.0% (p<0.05). Optimization of school load and day routine in primary school age children is a prior prophylactic direction of the pupils' work capacity preservation and improvement of their academic achievements

day`s routine, sleep duration, lessons' timetable, complexity of subjects, fatigue, academic achievements, children of primary school age

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