Burnout at 15? How to Spot and Support Overwhelmed Students

This phenomenon is not anecdotal. Research has identified strong correlations between sustained academic pressure, social and digital overload, and early symptoms of burnout in secondary students (OECD, 2021). Given their daily proximity to students, teachers are uniquely positioned to detect early warning signs and respond appropriately.

Identifying Indicators of Student Burnout

Burnout in adolescents manifests differently than it does in adults, often presenting as a gradual decline in motivation, self-efficacy, and emotional resilience. Key indicators include:

• Emotional disengagement: Persistent apathy towards academic tasks, withdrawal from peers, or lack of enthusiasm for previously enjoyed activities.

  
  

• Cognitive fatigue: Decreased attention span, frequent forgetfulness, or difficulty completing even basic assignments.

  
  

• Somatic symptoms: Recurring complaints of headaches, stomach pain, or fatigue with no medical explanation.

  
  

• Negative self-perception: Increased self-criticism, expressions of helplessness, or a pervasive belief that one is incapable of success.

  
  

Recognising these symptoms early allows educators to adopt timely and supportive interventions, potentially preventing long-term disengagement or more serious mental health concerns.

Practical Strategies for Educators

While teachers are not mental health professionals, their relationship with students positions them as critical first responders in the prevention of academic burnout. The following strategies can be integrated into daily classroom practice:

• Foster psychological safety: Create a classroom environment where it is acceptable to ask for help, admit confusion, and view mistakes as part of the learning process.

  
  

• Introduce flexibility: Where institutional policy allows, offer extensions or low-stakes assessments to reduce pressure and accommodate fluctuations in student energy and wellbeing.

  
  

• Encourage reflection and agency: Embed opportunities for students to reflect on their learning goals and select meaningful projects to reinforce a sense of purpose and control.

  
  

• Maintain regular check-ins: Use brief but consistent student check-ins to gauge emotional wellbeing and academic stress levels. Digital forms or short conversations can suffice.

  
  

• Refer appropriately: Where concerns persist, refer students to counsellors or pastoral care teams for professional support, ensuring confidentiality and empathy.

  
  

Moving Forward: A Shared Responsibility

Supporting students experiencing burnout is not the sole responsibility of individual teachers. Rather, it calls for a whole-school approach — one that recognises the emotional demands placed on students and incorporates wellbeing into school culture, curriculum design, and leadership policy.

Moreover, it is essential to acknowledge that educator burnout is also a significant concern. The capacity to support others is closely tied to one’s own wellbeing. Schools must therefore also prioritise teacher workload, professional development, and access to emotional support structures.

Adolescent burnout is a reminder that students are not merely academic performers but developing individuals navigating increasingly complex personal and societal pressures. Educational environments must evolve to respond not only to academic needs but also to emotional and psychological wellbeing — with teachers playing a central role in that evolution.

In what ways does your current classroom or school environment actively monitor and respond to signs of student burnout — and how might these practices be enhanced to support adolescent wellbeing and sustained engagement better? Let us know in the comments below.