Abstract: The study aimed to investigate the relationship between academic resilience and academic burnout among individuals with high and low self-compassion. It also sought to identify differences between (high/low) self-compassion individuals in academic resilience and academic burnout, as well as the differences between (sighted/visually impaired) individuals in academic resilience, academic burnout, and self-compassion. The sample consisted of 206 undergraduate students from the Faculties of Education, Arts, and Languages at Ain Shams University, aged between 18-21 years, with an average age of 20.045 years and a standard deviation of 0.957. Among them, 133 were sighted students with an average age, and 73 were visually impaired students (blind or with low vision). The research tools included the self-compassion scale, the academic resilience scale, and the academic burnout scale, developed by the researchers. Using correlation coefficients and t-tests, the results indicated a statistically significant negative correlation between academic resilience and academic burnout among individuals with high self-compassion, while no significant correlation was found among those with low self-compassion. Additionally, there were statistically significant differences between high and low self-compassion individuals in academic resilience in favor of high self-compassion individuals, and in academic burnout in favor of low self-compassion individuals, except for physical burnout. Regarding differences between sighted and visually impaired individuals, there were no statistically significant differences in most dimensions of academic resilience, academic burnout, and self-compassion, except for academic social support, where differences favored the sighted individuals.