Developers know burnout, but students also face it, often without recognizing it as academic burnout, mistaking it for laziness. This article clarifies burnout, distinguishes it from stress, identifies warning signs, and explains self-assessment questionnaires. Stress is an over-engagement due to demands, while burnout is depletion from chronic, unrelieved stress, characterized by exhaustion, cynicism, and reduced efficacy. Warning signs include sleep disruption, declining focus, distinct procrastination, irritability, withdrawal, physical complaints, loss of interest, and rising self-criticism. Student life conditions, such as overlapping deadlines, high stakes, competing roles, social comparison, irregular schedules, and financial pressure, make them particularly vulnerable. Self-assessment questionnaires use scaled responses to statements, calculating scores for subscales like exhaustion, detachment, and efficacy, often normalizing them to a 0-1 range to indicate risk bands. These results are prompts, not diagnoses, and monitoring trends over time is more informative than a single score. Addressing burnout requires structural changes like reducing load, protecting sleep, building real breaks, reconnecting with purpose, and seeking professional help early. Helping a friend involves empathy, specific offers of help, and knowing when to escalate to professional care. Preventative measures include weekly self-check-ins, non-negotiable rest blocks, and defining "minimum viable days."