In this paper we consider students' attending top ranked schools. Their
level of burnout is examined in relation to self-efficacy and coping
strategies. Our sample is composed by 572 final-year high school
students that filled a set of questionnaires, composed by the Burnout
Assessment Tool Student Version, the Rosemberg Self Esteem Scale, the
Coping Orientation to the Problems Experienced Brief Version and a
short socio-bio questionnaire. Preliminary findings indicate that these
students are at a high risk of burnout and this negatively impacts their
self-esteem. Avoidance emerged as the main dysfunctional coping
strategy, while social support surprisingly increased emotional
exhaustion. Problem-oriented coping, however, showed to be correlated
to students' emotional and cognitive control suggesting a practical
indication for teachers and educators in general. The study highlights the
importance of addressing students' burnout by promoting effective
coping strategies to enhance students' well-being in high-demand school
environments