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Abstract. This study introduces a measure for school burnout and examines its validity and reliability among students in upper secondary high schools and vocational schools by using confirmatory factor analysis. School-related burnout comprises three dimensions: (a) exhaustion at school, (b) cynicism toward the meaning of school, and (c) sense of inadequacy at school. A total of 1418 (709 girls, 709 boys) adolescents from 13 postcomprehensive schools (6 upper secondary high schools, 7 vocational schools) filled in a questionnaire concerning their school burnout and background variables. The results showed that the three-factor solution, compared to one- or two- factor solutions, fit the data best and also gave the best reliability indices. The three theoretically-derived dimensions of school burnout were closely related but separate constructs. Finally, concurrent validity for the School-Burnout Inventory (SBI) was found when the correlations of depressive symptoms, school engagement, and academic achievement with each of the three dimensions of school burnout were examined: The more depressive symptoms adolescents suffered, the more exhaustion, cynicism, and inadequacy they reported; and the lower their academic achievement and school engagement, the more cynicism and inadequacy they reported. Keywords: school burnout, school engagement, depressive symptoms, academic achievement

The Harvard Law School Project on Disability (HPOD) works to promote the human rights of people with disabilities worldwide.

(...) the University won a lawsuit brought against it and other schools by The Authors Guild, Inc. and other author associations in September 2011 challenging the legality of its HathiTrust digitization program. (...)

AS STUDENTS return to school this fall, most will find a plethora of new technologies and virtual environments, on which their institutions have been spending millions of dollars to bring into the classroom. Yet many of these resources will be needlessly discriminatory. What would happen if an institution constructed a new state-of-the-art building but neglected to make it accessible to the disabled? People would rightly be outraged. Yet even as new technology-rich environments revolutionize the classroom, few make provision for people who are blind, dyslexic, or otherwise print-disabled.