Educational Burnout and Psychopathology Among School and University Students: A Systematic Review Protocol

Abstract

Educational burnout is increasingly recognized as an important problem among school and university students and has been associated with a range of mental health difficulties. However, existing reviews have largely focused on selected outcomes, particularly depression and anxiety, or on specific student populations, such as medical students, leaving the broader relationship between educational burnout and psychopathology insufficiently synthesized. This protocol outlines a systematic review and meta-analysis examining associations between educational burnout and psychopathology among school and university students, with psychopathology defined in relation to ICD-10 and ICD-11 diagnostic categories and encompassing clinically diagnosed or probable disorders and dimensional psychopathological symptoms. Quantitative studies using validated measures of educational burnout will be identified through searches of Scopus, MEDLINE, ERIC, APA PsycArticles, ProQuest Dissertations & Theses Global, and EBSCO Open Dissertations. Risk of bias will be assessed using the revised JBI critical appraisal tool for cross-sectional studies. Where sufficiently comparable evidence is available, associations will be synthesized using random-effects meta-analysis, with moderator analyses conducted where data permit; otherwise, findings will be synthesized narratively. School and university students will be analyzed separately to account for differences in developmental and educational contexts. By synthesizing evidence across a broad spectrum of psychopathology and different educational contexts, the review aims to clarify the associations between educational burnout and psychopathology and inform future research, measurement practices, and prevention strategies. Plain Language Summary Educational demands and academic pressure have increased substantially in recent years, making educational burnout an important concern among school and university students. Educational burnout refers to a state of chronic exhaustion related to studying, often accompanied by feelings of cynicism toward school or academic activities and a reduced sense of academic effectiveness. Burnout can negatively affect students’ motivation, academic performance, social functioning, and overall quality of life. At the same time, mental health problems among young people are becoming increasingly common worldwide. Although many studies suggest that educational burnout is associated with poorer mental health, most existing research has focused primarily on its relationship with depression or anxiety, while many other mental disorders and psychopathological symptoms remain underexplored. Therefore, the primary aim of this review is to identify the associations between burnout and a wide range of mental health problems among school and university students. We will include studies investigating both clinically diagnosed disorders and symptoms measured using validated psychological tools. Additionally, the review will explore whether the relationship between burnout and psychopathology differs depending on the gender composition of the sample and the measurement tools used to assess burnout and psychopathology variables. The findings may help researchers, educators, and mental health professionals better understand the associations between educational burnout and psychopathology and support the development of prevention and intervention strategies for students.