The effect of gender and social support on student-athlete and regular student burnout trajectories across lower secondary school

School burnout symptoms are increasing among adolescents in Nordic countries, especially among female students. In this study, we investigated the trajectories of school burnout symptoms (overall symptoms, exhaustion, cynicism, and inadequacy) across three years of lower secondary education (ages 13–15) among Finnish student-athletes (n = 265; 117 female, 148 male) and regular students (n = 174; 95 female, 79 male). We also examined how these trajectories were associated with gender and social support from the students' teachers, peers, and parents. The participants completed the associated questionnaires three times during lower secondary school. Latent growth models showed that there were no differences in burnout symptoms between student-athletes and regular students at baseline. Female students and female student-athletes reported more burnout symptoms at baseline, and female student-athletes became more exhausted over time. Teacher and peer support were associated with lower rates of increase in burnout symptoms over time. Educational relevance and implications statement: By examining school burnout trajectories and their associations with student-athlete status, gender, and social support from teachers, peers, and parents, we provide new insights into the development of school burnout symptoms in different student groups across lower secondary education (ages 13–15). The findings suggest that being an adolescent female student and female student-athlete may be a risk factor for school burnout. Lower secondary schools should consider this finding and provide additional support for female students and female student-athletes already at the early stages of the school years. Additionally, schools should develop practices to ensure that the combined demands of schoolwork and athletic training do not exceed female student-athletes' coping resources throughout over time. To avert students' burnout in school, continuous attention needs to be paid to teacher and peer relationships.