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Emotional burnout, traditionally associated with professionals in "helping" professions, is increasingly being diagnosed in students—especially in their first year, when there is a dramatic change in their educational environment, social connections, and personal expectations. Under conditions of high academic workload, uncertainty, digital overload, and pressure to succeed, first-year students face chronic stress, leading to exhaustion, cynicism, and a sense of inefficiency. This article analyzes the specific causes of burnout in first-year students: a breakdown in traditional support, a culture of "always being on top," a lack of self-management skills, and competition instead of collaboration. Particular attention is paid to pedagogical support strategies that can reduce the risks of burnout: creating a culture of psychological safety, reflective practices, flexible requirements, and the role of the supervisor as a mentor rather than a controller. It emphasizes that burnout prevention is not the responsibility of psychological services isolated from the educational process, but a holistic pedagogical approach woven into the daily teaching practice.
student burnout, first-year students, academic stress, psychological safety, environment
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