Burnout is a state of complete mental, physical and emotional exhaustion caused by chronic life stress. Burnout happens when the demands or expectations of a person’s life outweigh their capacity to manage and when there is insufficient time or support to process or recover from these stressors.
Burnout can affect anyone, but it is more common in neurodivergent children and young people (including undiagnosed neurodivergence) due to differences in how they experience the world. It is also more likely that the causes of stress in neurodivergent children and young people will go unrecognised by the adults around them.
There are many potential causes of stress in the lives of children and young people. Factors that contribute to burnout can include academic, cognitive, social, financial, communication, physical, and sensory challenges, complex trauma, and many others. Each young person has a unique profile of strengths and challenges and faces a unique set of obstacles, so the conditions that support one young person to thrive may be highly stressful for another. In particular, masking is an often overlooked but frequently significant source of stress.
When a young person is exposed to excessive levels of stress for a long period of time, their ability to cope with that stress deteriorates. If they do not have sufficient periods of relatively low stress in which to recover, the stress accumulates within their mind and body. They may begin to worry about all the demands and expectations they face and fear that they will be unable to cope, increasing their stress further. For some young people, this can cause them to spiral into a chronic stress cycle. Consequently, they may start to show symptoms of fatigue and other early warning signs of acute burnout.
If the stress continues to build, their energy is eventually depleted, and even small demands become unmanageable. This profound exhaustion results in an inability to cope with the demands of daily life, both in school and at home, leading to chronic burnout. During chronic burnout, activities may become more difficult, and skills may appear to be lost. Chronic burnout is a long-term condition that may take months or years to recover from.
Here we are describing two forms (or sometimes phases) of burnout that children, adolescents and young adults may experience – acute and chronic burnout. The term ‘burnout’ is often used casually in public discourse to describe a need to rest after a very active or stressful few hours, days or weeks. In some circles, the term ‘burnout’ has become overused, leading to confusion about how seriously to take the symptoms of a young person who shows signs of ‘burnout’. It is essential, however, that when a young person frequently displays burnout symptoms, their difficulties are not dismissed as these are an important warning sign that they are struggling and need support. For clarity, we are not referring directly to the occupational burn-out syndrome included in the 11th Revision of the International Classification of Diseases (ICD-11), which describes a form of burnout that affects working adults. Recent research shows that burnout is not limited to those in employment and that high levels of chronic stress can lead to similarly debilitating and life-changing forms of burnout in children, young people and other adults (Brattberg, 2006; Mikolajczak et al., 2019; Raymaker et al., 2020; Salmela-Aro et al., 2008; Samuels et al., 2021).
Chronic burnout can be a terrifying experience for children and young people, where they have lost all of their sense of safety. It is a state of physical, mental and emotional collapse. Children and young people experiencing chronic burnout will feel the impact of continuous, accumulated or excessive stress, and their body’s threat system will be over-stimulated. Chronic burnout is not limited to older children and teens – even young children can experience burnout.
Research around burnout in children and young people is at an early stage. Therefore, we have collated key themes from the available literature and the experience of professionals supporting this group to suggest a range of characteristics that indicate burnout in children and young people.
Chronic burnout is characterised primarily by:
A young person in burnout will likely also show one or more of the following:
Several types of burnout are described in the scientific literature, but there is no universally accepted definition or diagnostic criteria. Descriptions from across a wide range of occupations, settings and specific groups are necessarily nuanced, highlighting particular features and characteristics pertinent to each group that support recognition of the condition in that population. However, all burnout descriptions emphasise exhaustion as the core feature and most identify chronic stress as the underlying cause. In addition to emotional exhaustion, physical fatigue, cognitive impairments, diminished professional efficacy, and cynicism are associated with the condition (Dahlman et al., 2021).
While burnout was first associated with the caring professions, researchers have reported its occurrence in an increasingly wide range of occupations and settings, as well as specific groups of individuals (Edú-Valsania et al., 2022; Mikolajczak et al., 2019; Raymaker et al., 2020; Ren et al., 2024; Samuels et al., 2021; Wilczyńska et al. 2022). Teacher burnout is well-recognised (Angelini et al., 2024; Madigan et al., 2023). There is also an established body of research investigating school burnout in young people (Maylan, et al., 2020; Salmela-Aro et al., 2008; Salmero-Aro & Upadyaya, 2014). The research highlights significant parallels in burnout indicators between these groups, so burnout is just as important a consideration for those studying in education as those employed as educators. Indeed, there is some evidence that burnout symptoms can cross over in schools, not only among teachers but also between teachers and students (Tikkanen et al., 2021).
Additionally, the relationship between stress-related mental illness, burnout and neurodivergence is an active area of research (Arnold et al., 2023; Higgins et al., 2021; Newson, 2024; Oscarsson et al., 2023; Phung et al., 2021; Raymaker et al., 2020; Siggers and Day, 2024). Studies show that minorities and disadvantaged groups frequently experience group-specific stressors that adversely impact both mental and physical health (Berger & Sarnyai, 2015; Frost & Meyer, 2023; Muniandy et al., 2022). It therefore seems likely that those from multiply marginalised groups will be at higher risk of burnout, and a study in US medical students does suggest this is the case (Teshome et al., 2022).
In terms of the scientific evidence base, studies have identified critical neurological markers linked to burnout (Michel, 2016). Changes have been observed in the size, activation, and connectivity between areas of the brain involved in processing emotions, orchestrating defensive reactions to environmental threats (including stress), and planning and impulse control.
The amygdala is known to operate as a kind of alarm system in the brain, signalling when threats are detected in the environment. During burnout, this system is overactive. Meanwhile, the pathways designed to counterbalance the amygdala’s signals with logic, perspective and coping mechanisms are weakened. These neural patterns are associated with impaired emotional regulation and increased vulnerability to stress. This makes it more difficult for people experiencing burnout to mitigate negative emotions effectively – especially in high-stress environments such as schools.
Additionally, changes in autonomic, endocrine and immune processes have also been reported in individuals with burnout. These changes are linked with negative physiological outcomes such as systemic inflammation and immune suppression (Sail & Da Souza, 2021). In the short term, stress responses are essential for adaptation and survival.
These observations should be of particular concern in children and adolescents. In young people, the key stress-sensitive brain areas involved in regulating cognitive functions and processing emotions are still immature, making them more susceptible to stress (Eiland & Romeo, 2013). During adolescence, a critical window for brain development, exposure to stress can affect responsiveness to stressors later in life (Mancini et al., 2023).
Scientific observations of neurobiological and physiological changes within the body underscore that burnout needs to be recognised as an important issue that impacts both physical and mental health. It is not a result of weak coping skills but rather of the brain and body’s reduced capacity to sustain prolonged stress without adequate support or recovery time. For more information about the neurological and physiological processes underlying burnout, please visit our Why Burnout Happens webpage.
The study of burnout is rapidly evolving, and this section will be updated as new research becomes available. In the meantime, children and young people at risk of or already experiencing burnout need proactive support. Their emerging needs cannot be ignored; many require support now to prevent long-term consequences.
At the heart of the Barriers to Education project lies the recognition that large numbers of children and young people are struggling with school attendance. The project’s central Case for Change section details the national challenges within the education system and wider society that are contributing to this issue.
The impact of these external factors means that children and young people in the early stages of burnout may not be recognised, resulting in escalating symptoms and leading to chronic burnout. Reaching chronic burnout has a lasting impact on children and young people, so it is important that professionals are aware of early indicators of burnout so they can step in to provide adjustments, accommodations, and appropriate support.
Young people will begin to struggle when stressors exceed the mental and physical energy they have to deal with them. As the pressure continues, their energy and capacity deplete, and they struggle to manage activities they have previously found easy. If they do not receive support to cope with the stress, they are locked into a cycle of struggling to meet the demands and expectations placed upon them, plus stress, shame and guilt at being unable to meet those demands. This process depletes their energy bank, pushing them into acute burnout.
Signs of acute burnout may include frequent (potentially daily) after-school decompression; this may look like meltdowns and/or social withdrawal. Some young people will have unexplained physical symptoms like stomach aches, headaches, muscle pains, and lethargy or eczema (RCPsych, 2022). They may also demonstrate increased attachment-seeking behaviour.
While some young people are able to continue attending school, they may struggle to leave the house for anything else. Their sleeping or eating may be affected. They may have panic attacks, become more or less sensitive to sensory stimuli, lose capacity for personal hygiene, or start to struggle to understand speech or reply to questions.
While acute burnout needs to be taken seriously and supportive measures put in place to ensure the young person’s needs are met, these indicators are also early warning signs for chronic burnout. As parents and carers are often new to the concept of burnout, it is especially important that those in professional roles are well-informed and able to advise families appropriately.
Often, schools report that a child or young person is ‘fine in school’. This can be a source of great anguish for parents, carers and, potentially, the young person themselves. Why can no one see their difficulties? The primary reason is usually that the young person is masking.
If a young person is beginning to struggle, it is important that help is made available as soon as possible. Please visit the Tools section for resources that can help reveal stressors, identify needs, and enable educators and families to support the young person.
Children and young people who are struggling with chronic stress rarely share their feelings directly. No-one is immune from burnout, but those who find it more difficult to recognise or communicate their distress are especially at risk.
Professionals, carers and parents are encouraged to watch for signs of burnout in all children and young people, especially those from vulnerable or marginalised groups.
Some individuals encounter additional challenges in having their burnout recognised and receiving appropriate support. For children and young people with learning disabilities, alexithymia, interoceptive differences, or other unique needs, it is highly beneficial if adults are attuned to potential sources and signs of stress and discomfort. These individuals may struggle to sense or understand their own emotional or internal physical states, which can make it difficult for them to recognise their own distress. Similarly, communication differences may lead to misunderstandings, with adults or caregivers potentially misinterpreting their needs or feelings. It’s important to remember that children and young people with profound and multiple disabilities can also experience burnout and require thoughtful care and support.
Chronic burnout is not inevitable for any child or young person.
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