Crisis in education: a comprehensive review of student burnout and school dropout with a focus on psychological and cognitive flexibility

Student burnout and school dropout remain serious concerns for education systems, influencing academic achievement, psychological well-being, and long-term social outcomes. As academic pressures grow, understanding the psychological and contextual factors contributing to burnout and dropout has become increasingly important. This review synthesizes empirical studies published between 2016 and 2025 across WoS, Scopus, ERIC, and TR-Index to identify key determinants and intervention outcomes. Findings show that burnout is consistently associated with lower academic performance, with educational stress, amotivation, and punishment sensitivity emerging as significant contributors. Dropout is shaped by academic motivation, social capital, and school attachment, underscoring the protective role of supportive relationships and school environments. Evidence from intervention studies indicates that counseling services and psychologically oriented programs (including resilience-based psychoeducation, cognitive–behavioral approaches, and structured group activities) can reduce burnout and strengthen engagement. Overall, the review highlights the need for integrated academic and psychological support to enhance students' persistence and well-being.