<![CDATA[Academic stress and academic burnout have become critical issues in secondary education, with significant implications for students’ psychological well-being and educational engagement. Although scholarly attention to these topics has increased, systematic syntheses focusing specifically on secondary school contexts remain limited. This study aims to systematically review empirical evidence on academic stress and academic burnout among secondary school students. A systematic literature review (SLR) was conducted following the PRISMA 2020 framework. Articles were identified through Google Scholar using the keywords academic stress, academic burnout, secondary school, and high school. Peer-reviewed journal articles published between 2010 and 2025 were included, resulting in 12 studies that met the inclusion criteria. The findings indicate that academic stress is primarily driven by excessive academic workload, high-stakes assessment practices, competitive school climates, and strong expectations from teachers and parents. Prolonged exposure to these stressors often leads to academic burnout, characterized by emotional exhaustion, cynicism toward school, and reduced academic efficacy. Academic stress and burnout are also associated with adverse psychological and educational outcomes, including anxiety, reduced well-being, lower engagement, and increased risk of school disengagement. This review highlights the importance of integrated, school-based approaches to support student well-being and sustainable engagement.]]>
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