Student Stories: Academic Burnout Is Real and Preventable

My junior year so far has been very eventful. With a rapid increase in workload, responsibilities, and deadlines, it’s easy to feel burnt out. Material that used to come easily to me now takes much more effort and time to be absorbed. On top of these stressors sit the high expectations that many people in my life (including myself) hold me to. Balancing these factors can get pretty exhausting, especially when I’m used to dealing with everything on my own.

Academic burnout can be one of the primary culprits for the lack of motivation that highly capable students can experience. The Davidson Institute defines it as “the chronic exhaustion that stems from a mismatch between the individual and their current educational environment.” Characterized by apathy, exhaustion, and irritability, academic burnout affects students worldwide.

I was placed in several advanced learning programs and specialized schools as a child. I experienced firsthand the effects of being labeled “gifted” at a young age and carrying the weight of that word throughout my academic life. Being praised for my intellect and told I was better than my peers, I became tired of dealing with the pressure and desire for perfection. Staying motivated was something I constantly struggled with.

Highly capable students have unique experiences and struggles with academic burnout, which should be considered when tackling how to reverse it.

What causes academic burnout?

American school systems are designed not only for students to learn different subjects but to learn good habits. They teach children how to socialize, lead, and, of course, study.

A student’s responsibility gradually increases as they advance in school, learning discipline and good study strategies to keep up with the curriculum. This system, however, did not work for me and my way of learning.

Throughout my elementary and middle school years, I often did not feel the need to study as course material would come easily to me. This would lead to poor learning habits, like procrastination and cramming.

A highly capable student will often have difficulty overcoming a point where their raw intellect is not enough to overcome an obstacle if they haven’t developed good studying habits. Poor study habits will hinder their ability to retain the material.

Another struggle highly capable students often deal with is living up to the revered title of a “gifted kid.” The word “gifted” sets the scene for a student’s educational career, as the term itself revolves around comparison. This means the whole idea of a “gifted kid” exists in relationship to other students.

Being labeled as “gifted” at a young age planted the thought that everything I do should be perfect. I thought of myself as a failure if I did not perform better than everyone else. My worth solely depended on my grades and achievements.

The unhealthy rivalry between peers could be harmful as they determine their value relative to other students’ successes or failures.

This attitude in a student, however, can be reversed or prevented altogether. All it needs is effort from the student, their loved ones, and their school.

Ways to prevent and stop burnout

Burnout can be hard for any student to deal with, especially when they’ve been defined by their grades their whole lives. Identifying exactly what a student is struggling with is the first step, followed by actively working to improve. Below are some tips and strategies that I’ve used to counteract burnout.

Develop a growth mindset

Highly capable students often assume that their abilities are static and cannot develop throughout their lives. This is called a fixed mindset, a term coined by Dr. Dweck of Stanford University. This crushing feeling often leads to fear of failure, giving up, and interpreting feedback from others as a criticism of themselves.

The solution is shifting to a growth mindset, which views hardships as chances to grow and learn instead of as walls that cannot be overcome. The growth mindset allows and accepts failure, as the student’s reaction to the setback matters more than the mistake itself. Changing one’s mindset is, admittedly, easier said than done, but ultimately leads to higher achievement and improved mental health.

Talk to a trusted friend or adult

Students whose needs are acknowledged tend to thrive more than those whose needs are neglected. Lake Stevens School District Counselor Emily Chilson suggests students communicate their struggles with a friend or adult they trust rather than covering them up to seem strong.

“They are used to handling things on their own, and it depends on how much support they have at home. Talking about things is one way of coping with some of the big feelings that can come with burnout or lack of motivation,” Chilson said.

Create a personalized schedule

Another strategy for preventing burnout is for students to have agency over their education, allowing them to make a flexible schedule they enjoy. Such control over one’s classes promotes independence and reduces overall stress.

Accept that perfection isn’t realistic

In past years, I would work tirelessly on assignments to reach a level of precision that wasn’t possible. I would never be satisfied with my work, which led to feeling defeated.

Learn to be okay with imperfection and take breaks whenever needed. Knowing that it’s okay to make mistakes can help reduce worries and promote a growth mindset.

About the Author

Monica Velasquez (she/her) is a high school junior in the Lake Stevens School District who is passionate about psychology and journalism. She takes on leadership roles in various clubs at her school, such as Key Club and the Asian Student Union. Having served as a Staff Reporter and Editor-in-Chief for her school’s newspaper, Monica hopes to share the voices of her peers through her work.

Editor’s Note: OSPI aims to elevate the authentic experiences of the students in Washington’s K–12 public schools. This story was written by a Washington state high school student participating in OSPI’s Student Stories Program. The author’s opinions, beliefs, and viewpoints do not necessarily reflect those of OSPI, and publication of this story does not constitute OSPI’s approval or endorsement of its contents. With questions, please contact OSPI’s Communications team at commteam@k12.wa.us.