Abstract: The purpose of this study was to determine whether transition and examination pressure affect the lives of form ones and form fours respectively. The objectives of the study were to:- compare coping styles used by form ones and form fours, compare school engagement of form ones and form fours and to compare levels of school burnout between form ones and form fours. The study was guided by Lazarus and Folkman’s Transactional theory, Work Engagement theory and Work Burnout theory. A descriptive survey research design was adopted for the study. The study population consisted of 9000 students. A sample size of 900 was selected based on Nkpa’s formula. Stratified random sampling technique was used. Questionnaires were used for data collection. Reliability was computed using Cronbach’s alpha:- 0.6 for coping style 0.8 for school engagement and 0.8 for school burnout. Face and content validity were ascertained by experts in the Department of Educational Psychology and the author respectively. Data was analyzed using descriptive statistics as well as inferential statistics. There were significant differences in both emotion focused coping style and problem focused coping styles. For school engagement there were significant differences in dedication and absorption. For Burnout, there were significant differences in reduced efficacy with form fours reporting higher levels than form ones. The study may be useful to teachers, counselors, administrators and parents who may be able to assist students reduce burnout. This research is also important for policy. The government may enforce school holidays devoid of tuition. It is recommended that programs be developed that enhance school engagement.