Purpose <p>School sabotage is a type of intimate partner violence that includes tactics aimed at interrupting education. While qualitative studies have demonstrated the impact of school sabotage on students, a pragmatic quantitative measure is needed for use in research and to screening. This manuscript describes the development and testing of the School Sabotage (SAB) scale.</p> Methods <p>Data from two separate studies are presented. The first study of 435 community college students included a longer SAB scale, with analysis presented including univariate and bivariate findings. A process of scale adaptation is described, and results of a second study which fielded the shorter SAB scale are then presented. Data presented from the second study includes univariate and bivariate analysis, assessment of Cronbach’s alpha and correlations between SAB scale scores and linked constructs.</p> Results <p>The shorter SAB scale demonstrated convergent validity and strong internal reliability. Over 25% of participants in the second study reported at least 1 experience of School Sabotage since starting at university. The scale was correlated with other IPV tactics, increased PTSD symptomology, and academic disengagement behaviors, and functioned as expected in mediation analysis. Taken together, this provides initial evidence for the reliability and validity of the SAB Scale.</p> Conclusions <p>Campus advocacy professionals and researchers can use the SAB scale to explore the dynamics of school sabotage and to identify students who may be experiencing these tactics.</p>