An ESSCA guide set out five evidence-informed strategies for students and programs to sustain learning without burnout. Stéphane Justeau’s recommendations stress process-oriented success (defining success as a process), translating constraints into actionable plans, and using ‘minimum viable starts’ to overcome avoidance—practical tactics for instructors and support offices. The piece ties educational psychology and mindfulness principles to classroom routines, offering concrete interventions like backward planning, chunked assessments, and writing-to-learn practices. The guidance is aimed at business and graduate programs where workload intensity and performance pressure remain high. Academic leaders should consider embedding these tactics into orientation, advising, and assessment design to reduce attrition and improve outcomes.