The article describes the problem of educational losses and gains of students of general secondary education institutions with STEM, caused by power outages. Since the distance format was new for teachers and applicants for education, gaps in the knowledge and skills of applicants for education began to arise due to various factors (lack of gadgets, the internet, a separate place to study at home, etc.). The accumulation of gaps in knowledge and skills was cumulative and uneven in the context of different Educational Institutions. To prevent the accumulation of educational gaps among applicants for education and minimize educational losses, it is advisable to organize the educational process so that subject and key competencies are fully formed. The flagship for digitalization of the educational process in Institutions of General Secondary Education is STEM education, which has also gained achievements in these difficult conditions. In particular, it was the knowledge of Natural Sciences, Mathematics, and Engineering that allowed educational applicants and their families to adapt to living conditions in the absence of stable energy supply.