Student Burnout and Educational Dropout: A Systematic Review and Meta-Analysis of Dropout Behavior and Intentions

Abstract

Some students drop out of education. Recent work suggests that mental health issues – such as burnout – may be prominent reasons why they do so. To explore this idea further, the aim of the present study was to provide the first systematic review and meta-analysis of the relationship between student burnout and educational dropout. In doing so, we focused on both direct (dropout behavior) and indirect measures (dropout intentions) of dropout. Following pre-registration, we conducted a search of PsycINFO, PsycArticles, MEDLINE, Education Abstracts, Educational Administration Abstracts, and ProQuest Dissertations and Theses up to January 2026. We followed PRISMA guidelines and provided a narrative synthesis and multilevel meta-analysis. Our search found 31 studies (with 34 samples; N = 39,454) with most studies focusing on dropout intentions. In the three studies that had examined direct measures, burnout was shown to be a significant predictor of dropout behavior (including in one study examining enrollment status). In the remaining studies, burnout was consistently associated with dropout intentions both cross-sectionally, and, in several studies, over time. This was supported by the findings of the multilevel meta-analysis where burnout was positively associated with dropout intentions (r⁺ = .46, 95% CI = .44 to .55). These findings were moderated by level of study (higher for postgraduate students) and burnout dimension (highest for cynicism). It appears that student burnout may be linked to educational dropout, and that this may be especially the case for dropout intentions. More studies on dropout behavior are needed before concrete conclusions can be made and further work is necessary to integrate and test theory, including examining possible mechanisms underpinning these relationships.