Breaking the Burnout!
Selah Students Lead a Movement of Support!
Between homework, sports, jobs, and scrolling through social media, teens today are juggling more than ever—and many are feeling the weight, heading toward burnout. At Selah High School, a group of student leaders decided to use their voices to tackle the problem head-on, proving that sometimes the most powerful support comes from students helping students navigate the challenge of juggling it all.
What began as a HOSA project for six young women looking to further develop their health science leadership skills quickly evolved into a movement focused on student wellness. Seniors Gigi Gamache, Madilyn Moss, and Payton Sears, along with junior Maddie Durbin and freshmen Sadie Durkee and Addyson Gamache, took their project and turned it into Project Break the Burnout. The group also relied on the expertise of Michelle Mickle, a local mental health professional. Using Instagram and Facebook, they built a social media campaign designed to raise awareness about teen stress, encourage self-care, and strengthen peer connections.
Reflecting on the project, Durbin explained the inspiration behind it.
“When we were brainstorming project ideas, we talked about everything we had going on,” said Durbin. “We work hard to earn good grades, are involved in multiple clubs, have jobs and play sports—we experience burnout ourselves. Then we realized many of our peers feel the same way and have the same stressors. We want to create something that can help and support them.”
Moving forward with their project, the HOSA team conducted a survey among their peers to better understand the types of burnout students were experiencing. Responses revealed that academic, athletic and social pressures were among the most common stressors facing teens. With those insights in mind, the group quickly went to work, launching Instagram and Facebook accounts for Project Break the Burnout. Their goal was to create a platform where students could share experiences, while also accessing science backed strategies to help manage stress. Posts introduced the concept of burnout and worked to reduce stigma surrounding mental health among high-achieving students. They also featured partnerships with mental health professionals who provided expert insight and coping strategies—from emphasizing that ‘it’s okay to rest,” to selecting activities from a self-care menu, or participating in mental health yoga.
“After seeing the survey results, we realized burnout was affecting students in so many ways,” said Sears. “We wanted students to have a place where they could learn about burnout and realize what they were feeling was normal. Social media felt like the best way to reach people because it’s where students already spend their time.”
The response to Project Break the Burnout was immediate and quickly gained momentum. As word spread, students across the high school began engaging with the content—sharing posts, asking questions and opening up about their own experiences with stress and burnout. With the social media platform, the campaign helped spark conversations about stress, balance, wellness, and mental health, reminding students they are not alone in their challenges.
“The feedback has been really cool,” said Moss. “People have come up to us at school and said they’ve seen our posts and wanted to talk about what they were going through. I feel we’ve helped a lot of students become more aware of burnout, understand how they’re feeling, and learn ways to cope.”
The success of Project Break the Burnout extends beyond campus walls. The campaign not only educated students about burnout, but also earned recognition as the six-member HOSA leadership team presented their project at the regional competition and advanced to the state level. However, student leaders believe the campaign’s impact stems from one key factor: the message came from peers rather than adults. Because Project Break the Burnout was created by students experiencing the same academic pressures, extracurricular commitments, and social expectations, classmates felt comfortable engaging with the content and sharing their struggles. The peer-to-peer approach helped foster trust and authenticity, making conversations feel relatable rather than instructional for students facing many of the same pressures.
“I think students connected with it because the message was coming from people their own age,” said Gigi Gamache. “It didn’t feel like adults telling them what to do, it felt like someone was listening who truly understands the pressures they’re going through.”
Beyond raising awareness among their peers, the experience also had a lasting impact on the student leaders themselves. Through developing Project Break the Burnout, the group gained a deeper understanding of mental health advocacy, leadership, and the importance of relying on others. What began as a group project evolved into an opportunity for the HOSA leaders to create meaningful change, teaching the students that leadership can start by recognizing a need and having the courage to address it.
“As one of the younger leaders working on this project, I learned a lot from this experience,” said Addyson Gamache. “I realized that as teenagers we all have a lot going on, so being able to rely on others is important, and taking time for yourself is healthy. I know that genuine action—no matter how big or small—can make a difference to people, helping them feel supported and understood.”
In the end, Project Break the Burnout reminds us that sometimes the most powerful support comes from students helping students navigate the challenge of juggling it all. As Durkee put it, “We get—and we want to help.”
