Colman Noctor: Student burnout is not limited to exam years

Dr Colman Noctor: "For many, the final stretch of the academic year is not just a countdown to freedom, but a period of overwhelming stress and emotional exhaustion."

Last week, nearly every time I checked my phone I found an email or a text about a young person who was struggling and looking for an appointment.

I get a surge of requests at this time of year, due to the impending State exams. However, most of the enquiries I got last week were not connected to the Leaving Certificate or Junior Certificate exams, which suggests that end-of-year stress extends to all students. After reviewing my emails, I found a similar trend last year. So why is this time of year particularly challenging for so many young people? The weather is improving; the sun has been out for the last week, and we are being treated to brighter and longer evenings, now the clocks have gone forward. Surely, they should be thriving?

With the school year’s end in sight, parents often expect their children to feel a sense of excitement and relief. After all, summer holidays are just around the corner, and you would expect young people to be full of energy, looking forward to their well-earned break. However, for many, the final stretch of the academic year is not just a countdown to freedom, but a period of overwhelming stress and emotional exhaustion.

Childhood burnout is often overlooked in younger populations, but is a growing concern. Academic pressure, extracurricular demands, social stress, and even
parental expectations can significantly affect children’s mental health, particularly in the months leading up to summer exams. This aligns with the results of Ireland’s largest study of young people’s mental health (The My World Survey 2), which found that many students cited exams and schoolwork as major stress contributors.

Burnout is emotional, physical, and mental exhaustion caused by prolonged stress. It manifests in children in ways that can sometimes be mistaken for laziness, disinterest, or behavioural issues. 

The American Psychological Association (APA) reports that children and teens experience more stress at this time of year, with academic concerns a top stressor. It’s a similar scenario here: Young people’s stress spikes as they navigate final exams, last-minute assignments and the social complexities of transitioning in to summer.

While a certain amount of stress can motivate, chronic stress without adequate recovery leads to burnout. According to a 2021 study published in the JAMANetwork Open Journal, prolonged academic stress in children is linked to higher risks of anxiety, depression and sleep disturbance. When this stress builds towards the end of the school year, it can result in mental and emotional turmoil.

The pre-summer period often includes standardised testing, exams, and project submissions. Students who have struggled throughout the year may feel overwhelming pressure to salvage their grades, while high-achieving students might feel anxious about maintaining their exam performance.

Another factor is the extracurricular overload. Any parent of children involved in more than one sport will recognise the overlap at this time of year, when the GAA season resumes and the soccer season concludes. In my house, this means double the training commitments and matches that all three children are expected to attend. Some of their peers who play hurling and/or basketball have a seven-day schedule of either training or matches.

Many sports teams, music programmes and clubs also hold end-of-year competitions, performances or play-offs at this time. While these activities are undoubtedly well-intentioned, the children balancing these commitments alongside increasing academic work may be stretched too thin.

There are many benefits to extracurricular activities. However, according to the Journal of Youth and Adolescence, students who participate in multiple activities without sufficient downtime are more prone to exhaustion and emotional distress.

The transition to summer can be emotionally challenging for some children. Some may be excited, but others have anxiety about leaving the structured school
environment, especially those who are transitioning to secondary school.

Children whose friendships are largely school-based can feel lonely during the summer break, and those who thrive on routine may struggle with the lack of daily structure.

This time of year can also increase parental expectations and comparisons. While all parents naturally want their children to succeed, this can lead to unintentional
pressure, such as high academic expectations, comparisons with siblings or peers, or a packed schedule of camps and activities planned for the summer.

Recognising the signs

Some children may struggle to articulate their stress effectively. As parents, we may need to recognise which behaviours indicate signs of burnout. These may include:

• Emotional changes — increased irritability, mood swings, or frequent crying spells;
• Physical symptoms — headaches, stomach aches, fatigue, or difficulty sleeping;
• Loss of motivation — decreased interest in school, hobbies, or social activities;
• Cognitive difficulties — trouble concentrating, forgetfulness, or negative self-talk;
• Social withdrawal — avoidance of friends, family, or school-related activities;
• If a child exhibits multiple signs of burnout, intervention may be necessary to prevent further emotional distress.

Supporting a child through end-of-year burnout requires empathy, practical support and proactive stress-management techniques.

One of the most supportive things a parent can do is to acknowledge their child’s stress rather than dismiss it. Statements like, ‘I can see that you’re feeling really overwhelmed right now’ can help children feel understood and less alone in their struggles.

Despite the busy schedules and demands at this time of year, do not underestimate the importance of unstructured play and relaxation in preventing stress-related health issues in children.

Time outdoors, short breaks between study sessions, and sleep can help them recharge.

If children are feeling overloaded, talk to them about breaking tasks in to smaller, manageable steps. Using a planner or checklist can empower older children to tackle their
responsibilities without feeling overwhelmed.

The golden rule of managing pressure and expectations is for parents to value effort over perfection. Acknowledging their child’s perseverance over the outcome is key.

Children who thrive on routine may feel anxious about the lack of structure over the summer break.
Parents can ease this transition by helping them plan a mix of relaxation and meaningful activities without over-scheduling.

When to seek help

While some stress is normal, persistent burnout can lead to long-term mental health challenges.

If a child’s burnout symptoms are severe, persistent or impacting their ability to function, it may be beneficial to seek a school counsellor or therapist’s support.

Warning signs that professional intervention may be needed include prolonged sadness or hopelessness, severe anxiety or panic attacks, changes in eating habits or weight and expressions of self-doubt or feelings of worthlessness.

Mental health professionals can help children develop coping strategies and resilience skills to manage stress more effectively. However, as a first step, it may be wise to address the potential cause of the stress rather than seek support to sustain it.

Parents can play a crucial role by recognising the signs early, providing emotional support and helping their children develop stress-management skills. With about eight weeks to go to the end of the secondary school academic year, the goal should not be to survive the final stretch, but ensure that children enter summer feeling supported, valued and ready to recharge.

A lot is said about how children lack resilience, which implies they are the ‘problem’. However, the increase in burned-out children attending my clinic suggests something
different. Many of these children are not overwhelmed because they lack the inner resources to cope. They are overwhelmed because expectations to perform and sustain performance without adequate downtime are unrealistic.

In Desmond Tutu’s words, let’s stop concentrating our energy on pulling people out of the river. Instead, let’s go upstream and see why they’re falling in.

• Dr Colman Noctor is a child psychotherapist