Psychological tolerance to frustrating and stress-inducing factors present in difficult situations has been experimentally studied as a comprehensive causal characteristic of personality. Behavior of schoolchildren in difficult school-life situations is discussed both in terms of different manifestations of the above characteristics, and in terms of the interpersonal scheme suggested by the author. Some pedagogical recommendations are given concerning adequate means of revealing the manifestations under study, means of reduction of the undesirable stress-inducing factors, and means of constructive manipulation of the latter with the view to promote the growth of desirable personality features.