The Hypothetical Role of Repression–Sensitization in the Development and Maintenance of School Burnout: A Theoretical Analysis

School burnout is a detrimental factor contributing to a decline in students’ well-being. Coping strategies are frequently mentioned among factors associated with school burnout; however, no analyses have yet examined the possible relationship between school burnout and repression–sensitization proneness, understood as a generalized coping tendency oriented toward avoidance of or vigilance for threatening stimuli. It is hypothesized that repression–sensitization proneness functions as a mediator between risk factors and the development of school burnout by influencing the way individuals perceive their school demands and their own well-being. Based on a scoping review, a general description of the concepts of school burnout and repression–sensitization proneness is presented, together with a brief discussion of the role of coping in the development and maintenance of school burnout. The hypothetical role of repression–sensitization proneness in the development and maintenance of school burnout is also discussed. The article proposes directions for future research on repression–sensitization proneness in the context of school burnout, including the assessment of the prevalence of repressive and sensitizing tendencies among students. Several hypotheses for future empirical verification are formulated, along with practical implications for preventive interventions. The article provides a theoretical foundation for future empirical studies and practical preventive programs and contributes to broadening the discussion on students’ mental health at different educational levels in the context of school burnout predictors.