Written Language Learning Difficulties and School Burnout: What Often Goes Unnoticed?

For many young people, upper secondary education leaves a lasting mark: a memory, a direction, or a sense of their own abilities. At the same time, it shapes the learning experience and how demanding studying feels. Yet we rarely stop to consider how difficulties with written language, for example, may quietly place a strain on students and increase their risk of school burnout. Based on my research, however, the crucial factor is not only the nature of a student’s difficulties, but above all how learning is experienced.
 
In my doctoral research, I examined this stage in young people’s lives. I followed nearly 600 adolescents over four years, from the ninth grade of comprehensive school to the completion of upper secondary education, including both general upper secondary schools and vocational education. I was particularly interested in written language learning difficulties and their connections to school burnout.
School burnout does not emerge suddenly; rather, it develops gradually over time. It manifests as exhaustion, cynicism toward studying, and feelings of inadequacy. School burnout increases when the demands of studying exceed the resources available to the student. One of the key findings was that self-perceived difficulties related to written language were more strongly associated with school burnout than dyslexia identified through standardized assessment measures. This association was not direct but operated through achievement strategies. Expecting failure and avoiding tasks were associated with a higher risk of subsequent school burnout. In contrast, adaptive achievement strategies, as well as healthy self-esteem, appeared to protect against school burnout. When students engage with challenges and view their successes constructively, their personal resources are strengthened and the burden of studying becomes more manageable.
 
The study also found that students in general upper secondary schools reported higher levels of school burnout than students in vocational education and training. This suggests that the expectations, demands, and practices of the learning environment may also play a role in students’ well-being.
 
I interpreted the findings through the lens of philosopher Frank Martela’s doing dimension. Martela has extended Allardt’s well-being framework (having, loving and being) with fourth dimension, doing, which emphasizes a person’s experience of agency and ability to act and influence their own life. According to this perspective, school well-being is influenced by whether students feel capable of acting effectively and meeting the demands of their schoolwork. Therefore, I emphasized students’ subjective experiences and argued that it is not only the expectations placed on students that matter, but also the extent to which they have the resources and opportunities to meet those expectations.
 
The findings also have practical implications for teaching: even small pedagogical adjustments can make a meaningful difference. Breaking written instructions into smaller parts, providing models for responses, and explicitly teaching learning and performance strategies can significantly support learning without requiring additional resources. Preventing school burnout is closely linked to how learning environments support students who experience learning difficulties. When students’ experiences are acknowledged and barriers to learning are addressed early, it becomes possible to promote educational well-being and create more sustainable and equitable learning environments for all.
 
Link to the PhD thesis:
https://erepo.uef.fi/items/8bbab750-019c-4dda-8c2f-e3194e675fc4