Addressing academic burnout is crucial to enhance individual well-being and productivity

This decade has seen a 57% increase in student suicides compared with the rates recorded between 2002 and 2011. The population of Gen-Z (those born between 1997 and 2012) in India is currently 472 million (Mathur and Hammeed, 2020). According to the World Advertising Research Centre, a quarter of the Indian population belongs to the Generation Alpha cohort (born between 2010 and 2024).

In a society that believes children should be trained and educated based on the ideology that they are the next generation, not enough attention is paid to them. The National Crime Records Bureau reported a 4% increase in student suicides which is twice that of the overall percentage increase in reported suicides.

According to the World Health Organisation, the three dimensions of burnout have been described to include perceived energy exhaustion or depletion, mental distance characterised by cynicism, and lower efficacy (Burn-out an ‘Occupational phenomenon’: International Classification of Diseases, 2019).

The ICD describes burnout only in the occupational context, but academic burnout can be described in a similar way. Academic burnout includes feelings of exhaustion in emotional, physical and mental spheres of life due to extended periods of studying that can lead to negative emotions like frustration along with lower performance in educational settings and lower academic motivation (Lin and Huang, 2014). To address the rapidly declining student mental health in India, addressing burnout is of immense importance.

Causes, Consequences

The link between burnout and suicidal ideation has been researched in depth to show a positive correlation between the two factors, ie, increased burnout and academic pressures (Oh et al, 2023). Further, academic stress has also been shown to be a predictor for suicidal ideation (Oji et al, 2021).

A study conducted on Chinese university students found the causes of burnout to include emotional exhaustion, lower accomplishment on a personal scale and cynicism (Liu et al, 2023). Over half the students (60%) were found to be facing academic burnout. Along with these factors, students’ gender, expenses, smoking behaviour, life pressures, degree of professional knowledge interest, as well as their parents’ educational levels, also impacted the level of academic burnout.

In addition to this, the Indian education system is rather complicated and is deemed to be quite stressful. The duration of classes is very long, rote learning, grading system and a serious deficit in facilities, resources and faculty are all components of the Indian education system, leading to academic stress and burnout. This, combined with factors arising in cultures such as ours, can place a lot of pressure on students. The cultural factors include the role played by parents and society, which comprise parental expectations, fear of societal judgement and often overwhelming institutional demands (Jain, 2023).

Further, students’ self-perception in terms of academic achievements is also impacted by the schedules they need to follow, which are extremely hectic, attitudes and beliefs about education, conflict between the role of God and diligence and other stressful situations. The fear of failure that is inculcated in students due to these factors also contributes to lower self-confidence and self-esteem among students.

The most apparent consequence of burnout is lower academic performance, as seen by decreased academic engagement and results. However, it does not stop there. Based on the experiences of Indian students, it has been discerned that burnout can have consequences creeping into the cognitive, behavioural and emotional domains of a student’s life (Thuruthel & Thungol, 2021). In terms of cognitive issues faced as a result of burnout, students reported impaired and reduced cognition.

Emotionally, unsettling emotional states, which included feeling more negative and poorer emotions, were reported along with bridling emotions. Anxiety and depressive signs were reported in several cases. Students also showed and reported behaviour that was more lethargic, weary and debilitating. The quality of sleep was reported to be inadequate and interrupted, leading to fatigue. Further, the culmination of these factors adversely affected the overall well-being of students.

Prevention, Recovery

To provide a sustainable resolution to the concerning suicide rates, it is necessary to implement strategies and resilience-related skill-building workshops to boost students’ morale (Okechukwu et al, 2022). Interventions are needed not only at individual levels but also at deeper organisational and cultural levels. The creation of an intervention that can address all these factors together is possible, as evidenced by the success of the BENDiT-EU programme, which focuses on improving academic pressures and burnout in students in medical and allied health fields (Kourea et al, 2023).

The application of such structured programmes will help in identifying early signs of burnout and in creating a more personalised intervention for each student. Mindfulness practices, including meditation, can be done in group settings to foster a sense of mind-body connection that encourages students to stay in the present moment (Madigan et al, 2023). Clinical techniques such as cognitive behavioural will help in changing negative thought patterns while aiding in the development of healthy coping strategies. Using these techniques in group counselling increases peer support, and is especially beneficial in the Indian context (Tang et al, 2021).

Further, exercise interventions that have been shown to be very effective at reducing burnout can also be used in settings where more individualised approaches may not be suitable. Workshops to equip students with skills to build resilience in the face of academic pressures can include addressing topics such as time management and academic anxiety.

Addressing academic burnout in students is crucial. To enhance individual well-being and productivity on a societal level as a whole, it is necessary to address the underlying root causes and promote awareness. Implementation of holistic strategies and the creation of safe environments where students can learn and flourish, academically as well as personally, is a must. It’s time to cultivate a space where students can safely reach their full potential without chipping their individuality away.

Authors: Muskan Shah, FLAME Alumna, & Prof. Moitrayee Das, Faculty of Psychology, FLAME University.