The paper presents the results of a theoretical analysis of two development models of didactogeny in schoolchildren. The first model shows how «mania» structure of the development of didactogeny emerges in schoolchildren, which is pathological and characterizes most teacher-student conflicts accompanied by didactogenic disorders. The second model describes an adaptive circle of development of didactogeny in schoolchildren. As it is formed, there is a realization that a student has didactogeny, followed by a resolution of this problem.
