This study aimed to analyze and compare students’ school burnout levels in Switzerland and Italy. Previous research has confirmed that female and older students in particular are highly exposed to burnout risk. Nevertheless, few studies have observed this phenomenon through a cross-national comparison. Data on burnout were collected from a sample of 840 adolescents (Italian students = 497; Swiss students = 343) (Mage = 14.98; SD = 1.06; Female = 50%). Burnout was measured using the School Burnout Inventory, and cross-cultural measurement invariance was tested. The results showed that this burnout measure was equivalent between the Italian and Swiss samples. A multivariate analysis of variance was next conducted to investigate the effects of age, gender, and nationality. Results partially confirmed our hypotheses, showing the effect of age but not of gender in explaining burnout differences among students, and between and within-group variance. In particular, the burnout risk was found to be higher in late adolescence (age 16 to 18, M_exhaution = 2.73; M_cynicism = 2.99; M_Inadequacy = 3.14) than in mid-adolescence (age 13 to 15 M_exhaution = 2.95; M_cynicism = 3.43; M_Inadequacy = 3.54). Furthermore, Italian adolescents were more exhausted and cynical (M_exhaution = 2.99; M_cynicism = 3.26) than their Swiss peers (M_exhaution = 2.52; M_cynicism = 2.93) when controlling for age and gender. Findings suggest further investigation of the role played by educational and cultural values may be warranted.

This study explores the relationship between educational practices perceived by high school students and their level of burnout, as defined by emotional exhaustion, cynicism and inadequacy. A total of 287 adolescents (146 girls) aged between 14 and 19 years old (M = 16.08, SD = 1.01) and recruited from a public high school in French-speaking Switzerland completed a questionnaire regarding perceived educational practices and school burnout. Results from path analysis showed that the three dimensions of burnout were negatively associated with certain teacher- and school-related educational practices. More precisely, support for struggling students (ß = −0.24, p < 0.001) as well as teaching time (ß = −0.16, p < 0.05) were predictors of exhaustion (R² = 0.27). Teachers’ instructional behavior (ß = −0.22, p < 0.01) and teacher motivation (ß = −0.31, p < 0.001) were predictors of cynicism (R² = 0.20) and application of rules (ß = −0.21, p < 0.01) predicted inadequacy (R² = 0.09). These educational practices should be of particular interest when it comes to strengthening the protective role of schools and teachers against school burnout in adolescents.

This cross‐sectional study aimed to explore the mediation mechanism through which the quality of attachment to the parent influences academic well‐being, focusing on the role of multiple sources of perceived social support in a sample of 518 French students (Grades 10–12, 69.7% females, mean age 16 years). The research specifically examined the connection between the quality of adolescents' attachment to their parents on the one hand, and school burnout and schoolwork engagement on the other hand. Furthermore, using path analysis, the study investigated the mediating role of perceived social support from parents, teachers, and classmates in the relationship between parental attachment and academic well‐being. The findings revealed that higher parental attachment quality was linked to lower school burnout and higher schoolwork engagement. Path analyses indicated that perceived support from teachers partially mediates the link between parental attachment and school burnout. Moreover, perceived support from parents, teachers, and classmates fully mediated the relationship between parental attachment and schoolwork engagement. These outcomes align with the demands–resources model of burnout, emphasizing the importance of resources in promoting engagement rather than merely preventing burnout. The study underscores implications for school professionals, emphasizing the significance of social support and parental attachment in fostering positive academic experiences for high‐school students.