Engagement and burnout in the classroom – Crossover effects from teachers to students

This study examined the dynamics of students' school engagement and burnout (exhaustion, cynicism) in primary school, considering both individual and classroom levels, and how teachers' occupational well-being predicted students' well-being across one school year. Data from 679 Finnish primary school students (Grades 4–6) and their teachers across 73 school classes were analyzed using multilevel modeling. The results revealed that student engagement buffered against burnout over time, whereas exhaustion and cynicism were unrelated to later engagement. Teachers’ levels of occupational cynicism negatively predicted their students' engagement across the school year, while teacher exhaustion was shown to positively predict student engagement. • Most student engagement and burnout are individual; 3–16 % is due to the classroom. • Early engagement predicts higher engagement and lower burnout. • Early burnout predicts increased levels of burnout and decreased engagement. • Teacher cynicism negatively affects student engagement. • Teacher exhaustion surprisingly boosts class-level engagement.