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  In the interest of discussing the strong "I am soo over school" sentiment expressed by one/some of our peers and the discussion that resulted pertaining to privilege and its expression within education, specifically higher education, I would like to speak on frustrated vs. tired groups of students within education systems (on all levels). I find that frustration is usually a feeling ascribed to or used by students of debilitating disadvantage, whether it be socioeconomic, racial, or mental disadvantage or even issues concerning ableism. Frustration comes from a source of wanting to accomplish but not being able to, at least to the level one may anticipate or desire due to a hindering circumstances.

 In contrast, tiredness/fatigue is commonly felt by an individual who has been afforded many educational opportunities and is consequently fatigued by its continued presence in his/her life. The privileged student is more prone to feel tired than frustrated although when used lightly, frustration can manifest itself in a student of privilege. While one can argue that frustration can also be expressed within a privileged arena, it is usually one where goals are not reached despite the achievements already acquired.

 But how one defines a student of privilege and the definitions of tiredness and frustration can run me into trouble here, which brings me to my next point (one also raised in several other posts) about the diversity of values, ideas, definitions and notions. My views are clearly biased and based in my subjective experiences with my own and viewing of others’ education. Here I am defining a student of privilege as a student afforded educational opportunity and advancement in a consistent rather than effortless manner. To not take into consideration financial, economical, geographical circumstances would be faulty because they play a great role in access to education. If I were to hold these factors in suspension my definition of privilege would solely and directly relate to continuity, the fluid and uninterrupted flow within the system (pre-K to college). 

 It is this predominantly smooth move on the school-based education "highway" that can cause the passenger more fatigue than frustration.  The frustrated passenger is the one who has yet to reach his/her destination within the normative time, personally anticipated time frame and/or at all. I'm very interested in hearing others' takes on this/my conception.