This study examined the role of support and schoolwork difficulties in the development of school burnout in general upper secondary education students. Students participated the study twice, in the spring of the first year of general upper secondary education (N = 464) and in the spring of the second year (N = 326). Participants completed questionnaires about their burnout as well as support they received and schoolwork difficulties they experienced. The results of path analysis showed that difficulties in learning skills predicted school burnout. Support received in the first year predicted lower school burnout and fewer difficulties in that year; however, neither support in their first nor second years predicted lower burnout in the second year. The implications of these findings are discussed in terms of support and recognising the risks of burnout in general upper secondary education.