In April 2018, a senior secondary school student enrolled in a well-known coaching institute in Kota, Rajasthan, left his hostel room early one morning and did not attend classes that day. Teachers initially assumed he was unwell or preparing independently, as students often skipped sessions close to examination periods. It was only later that his parents were informed that he had withdrawn from the coaching program due to severe mental and physical exhaustion. Medical consultation later confirmed acute stress-related burnout.

The student had consistently ranked within the top ten of his batch for nearly two years. His academic record showed no signs of decline until the final months of preparation, when he began experiencing chronic insomnia, frequent panic episodes before tests, and an inability to concentrate even on familiar topics. Despite having access to educational resources and academic capability, he was no longer able to function within the system.

This incident is not isolated. Across India and globally, increasing numbers of students are disengaging from education not because they lack ambition or intelligence, but because they are mentally overwhelmed. Education, traditionally viewed as a means of empowerment and social mobility, is increasingly associated with stress, burnout, and emotional fatigue. This article examines real life student burnout through documented cases, institutional practices, and psychological research, to understand how modern success culture within education is exacting a hidden but significant cost.

Understanding Student Burnout in Educational Contexts

Student burnout is a well-documented psychological phenomenon characterised by prolonged emotional exhaustion, detachment from learning, and reduced academic efficacy. Unlike temporary academic stress, burnout develops gradually when high demands persist without adequate recovery or emotional support.

In educational settings, burnout commonly manifests through:

• Persistent tiredness unrelated to physical illness
• Declining interest in studies despite earlier motivation
• Increased anxiety before routine assessments
• Feelings of helplessness or emotional numbness
• Reduced confidence despite past academic success

Psychological research distinguishes burnout from laziness or lack of discipline. Burnout is a systemic response to chronic pressure, often intensified by competitive environments, rigid evaluation systems, and fear-driven motivation.

Structural Pressures within Modern Education Systems

The structure of contemporary education plays a critical role in amplifying stress. Over the past two decades, academic success has become increasingly quantified and comparative.

Key contributing factors include:

• High-stakes entrance examinations determining limited seats in elite institutions
• Coaching ecosystems that operate parallel to formal schooling
• Weekly or monthly ranking systems reinforcing peer comparison
• Public celebration of toppers, often without acknowledging the cost

In many coaching institutes, students follow daily schedules exceeding 10–12 hours of academic engagement. Breaks are minimal, holidays are discouraged, and “consistency” is equated with uninterrupted work. Over time, students internalise the belief that rest equates to falling behind.

Case Study 1: Burnout among High-Achieving School Students

Aditi Sharma (name changed), a student from a private English medium school in Delhi, consistently secured above 95% throughout secondary education. Teachers frequently assigned her leadership roles and showcased her as a role model. By Class 11, she was enrolled simultaneously in school, online test series, and offline coaching for competitive examinations.

Her weekday routine began at 4:45 a.m. and ended after midnight. Sundays were reserved for mock tests and analysis. Initially, Aditi viewed this schedule as a necessary sacrifice. However, by mid 2020, she reported experiencing:

• Continuous fatigue even after sleep
• Frequent headaches and loss of appetite
• Emotional detachment from studies
• Intense anxiety before minor tests

Despite scoring well, she felt persistently inadequate. Her academic identity became her sole measure of self-worth. In early 2021, Aditi sought medical help after repeated panic episodes. Doctors advised a complete academic break.

Her case demonstrates how high-performing students often receive the least attention until burnout becomes unavoidable, because their grades conceal distress.

Case Study 2: Coaching Institutes and Competitive Exam Pressure

Rohan Verma (name changed) moved from a small town in Uttar Pradesh to Kota in 2017 to prepare for engineering entrance examinations. Enrolled in a reputed coaching institute, he followed a structured schedule involving:

• Six hours of classroom lectures
• Four hours of self-study
• Weekly full-length tests
• Monthly cumulative rankings

Hostel life further isolated students from family support. Performance discussions often revolved around ranks rather than conceptual understanding. When Rohan’s rank dropped during a phase of syllabus difficulty, instructors advised him to “increase effort” without addressing psychological strain.

By the second year, Rohan reported:

• Constant fear before test days
• Difficulty retaining information
• Reduced confidence despite preparation

Eventually, his performance declined due to mental exhaustion rather than academic inability. He later described feeling like “a number on a list, not a learner.”

This case reflects how exam-oriented institutions prioritise output metrics while neglecting emotional sustainability.

Case Study 3: Parental Expectations and Social Narratives

Neha Kapoor (name changed), a commerce student from Mumbai, grew up in a family where education was considered the primary route to stability. Her parents, both salaried professionals, repeatedly emphasised secure careers and academic consistency.

Although they never imposed explicit pressure, conversations at home frequently centred around marks, college admissions, and peer comparisons. Neha internalised these expectations, equating academic performance with familial approval.

By the final year of undergraduate studies, she experienced:

• Chronic stress before evaluations
• Fear of disappointing family members
• Loss of interest in subjects she once enjoyed

Despite academic success, Neha reported emotional disengagement and uncertainty about her own aspirations. Her experience illustrates how well-intentioned parental concern can unintentionally reinforce success anxiety.

Research and Data Supporting These Trends

Multiple national and international studies highlight increasing stress among students:

• Surveys indicate rising academic anxiety among secondary and tertiary students
• Mental health professionals report increased student consultations related to academic stress
• Research links chronic academic pressure with reduced intrinsic motivation and emotional well-being

Importantly, studies also show that excessive pressure negatively affects learning outcomes, memory retention, and creative thinking, challenging the belief that pressure improves performance.

Psychological Factors Driving Burnout

Key psychological contributors include:

• Perfectionism, where self-worth depends on flawless performance
• Fear-based motivation, driven by avoidance of failure
• Loss of autonomy, limiting student agency
• Over-identification with academic identity, leaving no emotional buffer

When these factors persist, learning transforms into an obligation rather than engagement.

The Hidden Cost of Success Culture

Success culture celebrates visible achievements while ignoring invisible struggles. Students learn to normalise exhaustion and suppress vulnerability. Over time, this leads to:

• Reduced creativity
• Emotional detachment
• Long-term dissatisfaction with learning and work

Burnout experienced during education often carries into professional life, affecting productivity and mental health.

Systemic Gaps in Education

The system often fails to:

• Recognise early signs of distress
• Provide structured mental health support
• Value diverse learning pathways
• Encourage balanced definitions of success

By equating achievement solely with performance metrics, education overlooks human complexity.

Recommendations

1. Institutions should integrate counselling services, reduce excessive evaluation frequency, and prioritise learning depth.
2. Parents should encourage dialogue, recognise effort beyond results, and avoid constant comparison.
3. Students should be supported in seeking help early and redefining success beyond rankings.
4. At the policy level, mental well-being must be embedded within educational frameworks.

Conclusion

Education should equip students for life, not leave them emotionally depleted before it begins. The increasing prevalence of burnout reflects not individual weakness, but systemic imbalance. By acknowledging the real cost of success culture and redefining achievement to include well-being, education can reclaim its purpose as a tool for growth rather than endurance.