Academic stress is a systemic, adaptive and psychological process, it is present in the impotence and uncertainty generated by different factors, increased burden of commitments, crowding of work, insufficient integration into the work environment, among other aspects. Aim. Analyze academic stress during the health emergency and its effects on basic cognitive functions: memory, language comprehension, thinking in adolescents who are in the sixth and seventh semesters of the Psychopedagogy Career of the Technical University of Ambato. Methodology. Cross-sectional mode, through the description, the frequency and distribution of the research proposed in a certain demographic group is evaluated, the field, descriptive and correlational modality was applied, the documentary bibliographic information was included that allowed the establishment of a scientific base From the inquiry, the information gathering technique was the SISCO Academic Stress Inventory proposed by (Barraza, 2015) with a Cronbach Alpha of 0.90, a reliability that can be valued as very good; according to (Luján & Cardona, 2015), a test that favored the knowledge of the level of stress presented by the students, together with a questionnaire, in the population we worked with a sample of 105 subjects object of analysis. Results. 30.48% present high stress, 40% have homework overload, 41.9% do not do work, 37.1% are restless in class, 37.14% do not attend teacher presentations, 40% are not responsible, 33.3% do not understand the topics, 28.6% do not participate in the classroom. Conclusion. Assessments, poor understanding of the topics addressed in content development, master classes, traditional pedagogy, make it difficult to strengthen attention, concentration, reasoning, the acquisition of abilities, skills and abilities, limiting performance and performance School.