The Danger of Putting a Band-Aid on Burnout

by Daisy Watson-Rumbold 

(image by Jacqueline Day)

“I’m not ill enough to rest.”

“I have too much to do, I can’t relax”

“I’m exhausted. But, I’m fine.”

We are evolving at a quarter of the pace that the world is. Advances in technology, international relations and globalised economies are shifting the way we view our own human nature. We forego the necessities of life that are no longer necessary in order to maintain an image and a pace of working that is unrealistic and frankly, unhealthy. 

Society glamorises and idolises those who keep up with work. The compromiser who sacrifices their time for the sake of success. The hustler, hard-worker, the perfect student, employee - the perfect person. It seems like a bold claim until you consider whether you’ve ever said or thought one of the statements above, or a derivative of those statements. We renounce mental and physical health to prove ourselves to a wholly toxic culture. And as the awareness of burnout grows, companies and institutions are finding ‘band-aid’ solutions to people’s difficulties; all while still rewarding sacrifices. 

Consider the education system. The lead up to exams has begun - revision timetables being suggested, conversations being had and a long journey coming to an end. The usual circulation of anxious thoughts is happening; a mixture of excitement and self-doubt. However, this year 16% of 17-year-olds reported high levels of psychological distress and the likelihood of young people having mental health issues has increased by 50%. On a global level, 1 in 7 of 10-19 year-olds experience a mental disorder, with depression, anxiety and behavioural disorders being among the leading diagnoses. The consequences of failing to address adolescent mental health extend into adulthood. For example, over the last decade, there has been a 450% increase in mental health declarations to universities. And, in any given week 8 in 100 people are diagnosed with mixed anxiety and depression, whilst over the course of someone’s lifetime, 1 in 5 people have suicidal thoughts. These statistics are shocking and frame the severity of where we are in the world of mental health. And, they are exactly why we need to listen to the echoes of exhaustion amongst the student body.

Burnout isn’t a new concept. It was defined in the ‘70s and has since made its rise in the medical world. In 2020, burnout was cited, by the World Health Organisation, as an official syndrome that requires treatment due to an increase in reports of patients showing the following symptoms:

• Feelings of energy depletion or exhaustion

• Increased mental distance from one’s job, or feelings of negativism or cynicism related to one’s job; and

• Reduced professional efficacy and achievement Other commonly associated symptoms and/or effects: 

• Frequent headaches and muscle pain

• Lowered immunity – frequent illnesses

• Sleep disruption

• Change in appetite

• Decreased feelings of personal satisfaction and achievement

• Procrastinating

• Withdrawing from responsibilities

And yet, we continue to brush it off:

“This is a vital time in your life, you can rest later.”

“There’s no excuse to slack, you’ve got too much to do.”

 

“Absence is a lack of effort.”

 

“You should be making sacrifices right now.”

 

The London School of Economics, recognising the need for more research into mental health in schools, completed a study in 2020 that examined the effects of burnout during examination years. 

 

Dr Tom Curran stated in the study: “Against a background of increasing standardized testing, achievement pressures, and competition for high school and college, students can be forgiven for feeling a little burned out. In the context of the current pandemic, it is likely that such feelings are acutely exacerbated. This research is important because it indicates that burnout impinges negatively on academic performance and should, therefore, be carefully considered as students return to the classroom.”

 

The study specifically noted three major symptoms of burnout in teenagers: reduced efficacy, exhaustion and cynicism. Each of these symptoms correlated with a decrease in academic achievement and most importantly, a significant decrease in positive self-perception. These effects are actively worsened in under-funded or under-resourced schools that cannot support the wellbeing of students. This is an unacceptable element of our society as it is - schools should be funded in a way in which they can offer equal support to students. However, even independent schools are proving incapable of nurturing students into a positive learning mindset due to pressure. In 2015, 87% of independent schools at the Headmasters’ and Headmistresses’ Conference reported depression was a significant concern in their student body, and 85% cited eating disorders as a major concern. Considering these stats were pre-pandemic, we can assume they’ve worsened. 

 

Exams are tough, pressures to excel are high and the society we’ve created is unforgiving. However, that is not an excuse to accept poor levels of student mental wellbeing. Schools that have the resources to better the mental health and learning environment of their students should take every opportunity to do so. Positively affirm year groups going through stressful times, praise efforts, ask compassionate questions and take the time to understand what individuals require. Everyone will benefit from it.