Since the nineties, it has been noted that life in the contemporary world has become very complex. Educational institutions are not free of this problem; so one of the challenges that today more universities must face is to achieve a balance between disciplinary formation and the development of students emotionally intact. The increasing presence of symptoms of academic burnout forces us as scholars of education to look for tools that enable young people to cope with the impact of chronic stress. This article seeks to meet this demand, analyzing how the professional activity may be an appropriate response to this increasingly urgent demand.