The world today stands on the threshold of the highest level of emergency situations (epidemic, war, earthquake) recorded in recent decades. In the presented work, the research was carried out under the conditions of the coronavirus pandemic, and the 80-minute long distance learning was carried out using the ASPU Google Meet application through the ASPU Google Classroom, a Google For Education system implemented in ASPU. In each group of students of natural and humanitarian specialties aged 19-22 years (n=30), functional indicators ensuring stability of attention (Std_Ac% - indicator of test performance accuracy, CI% - indicator of concentration of attention, AP/min - efficiency of attention per minute, level of mental M_Cap performance (cu) was assessed using the psychophysiological test "Clocks Carousel". The relationship between CI and functional indicators of attention (STD_AC, AP/min, M_Cap) in the two studied groups was carried out by regression analysis.The comparative analysis of the presented indicators showed that science students studying by distance learning, unlike humanities, have a lower level of stability of attention, which is probably due to the maximum level of attention required for science courses and their assimilation. Recorded scientific data proves that 80-minute distance learning is ineffective for students in the natural science stream. The indicators of social and psychological well-being (PHC, MHC) of students in the studied groups were evaluated using the Life Quality SF - 36 version 1 questionnaire. Studied social and psychological well-being indicators among distance learning students in an emergency situation recorded a lower than normative level.