Autistic students in higher education often move through cycles of deep engagement, joy, and focus followed by periods of burnout and reduced capacity. This session reframes autistic burnout not as a failure to cope, but as a predictable response to institutional demands that conflict with monotropism and neurodivergent rhythms. Participants will explore indicators of autistic burnout, identify institutional contributors to the joy–burnout cycle, and learn how to accommodate rather than eliminate these patterns. Attendees will leave with practical strategies and a Joy and Burnout Care Plan worksheet to support autistic students in sustaining joy, recovery, and academic participation.