School burnout during the transition from primary to secondary school in Switzerland. Changes over time and the role of educational tracking

Abstract The transition from primary to secondary school represents a developmentally sensitive period characterized by increased academic demands and major social and institutional changes. This longitudinal study examined the development of school burnout and its predictors during this transition in the Swiss educational system. The study was grounded in three complementary perspectives: Multiple and Multi-dimensional Transitions theory, Neuenschwander’s multilevel model, and the life course perspective. We hypothesized (H1) an overall increase in burnout after the transition, (H2) a greater increase in burnout among students on the most demanding academic track, and (H3–H8) associations between burnout and factors operating at three levels: individual, family and educational-system. The participants were 162 Swiss students (87 boys, 75 girls; Mage = 11.91 years), followed from the final year of primary school (T1) to the first year of secondary school (T2). Linear mixed-effects and multilevel longitudinal models were estimated. The results showed a significant increase in overall burnout after the transition, mainly reflected in higher emotional exhaustion and cynicism. Feelings of inadequacy decreased among students on less demanding tracks. Burnout increased more strongly among students placed in the most demanding academic track. Before the transition, lower mathematics achievement predicted higher burnout, but this association disappeared after the transition. Across both time points, somatic symptoms and workload-related stress were consistent risk factors, whereas teacher support was a protective factor. Longitudinal analyses further showed that somatic symptoms, teacher support, and future-related stress at T1 predicted burnout at T2. These findings highlight the significance of academic demands and adult support during the transition to secondary school. They also suggest that tracking placement influences students’ burnout trajectories during early adolescence.