The authors investigated whether students' positive perceptions of their high school's culture were associated with higher levels of empathy and prosocial behavior. The authors collected information from 2 samples to ensure a wide range of school culture perceptions. As expected, empathy and prosocial behavior were correlated. As evidence of the validity of the measure of school culture, students in a small alternative school perceived their school culture as more positive than did students in the companion large, traditional high school. More positive perceptions of school culture were associated with higher levels of empathy but not with prosocial behavior. Results were moderated by gender but not by age. Male students with higher levels of emotional concern (one aspect of empathy) perceived peer relationships (one aspect of school culture) to be more positive than did those with lower levels of emotional concern. This study highlights the importance of using multidimensional constructs for school culture and empathy to understand the effects of schooling on youth.

Contact with individuals with disabilities influences positive attitudes toward such individuals. This research investigated if contact with individuals with specific disabilities has an effect on attitudes toward other disabilities. Specifically, this research investigated physical, developmental and behavioral disabilities. While participants reported the most contact with individuals with physical disabilities and the most negative attitudes toward individuals with developmental disabilities, contact with individuals with behavioral disabilities was the best predictor of positive attitudes toward all disability types. This demonstrates that the relation between contact and attitudes is more nuanced than originally thought and can help us better understand disability related bias.

This research examined the relationship between teachers' empathy and perceptions of their school's culture. Teachers' ability to change their school's culture might be limited by their inability to interpret and respond appropriately to student behaviour. As teachers' empathic abilities increase, it seems likely that they would be better able to understand and respond appropriately to their students. Teachers' perspective-taking was positively associated with their positive perceptions of student-peer relations, school norms and educational opportunities. Teachers' personal distress was negatively related to student-peer relations. Empathy was unrelated to student-teacher relations. It is postulated that it takes more than just empathy to be able to negotiate the complex relationship between student and teacher. With teacher training programmes currently focusing on teacher dispositions, such programmes need to focus more on training future teachers to recognise and exercise their cognitive and emotional empathic capacities.

Attitudes toward individuals with disabilities are influenced by the amount of contact one has with such individuals. This research investigated if the relationship a person has with individuals with disabilities is associated with positive attitudes more so than mere contact with such individuals. Increased contact with friends with disabilities and activities with individuals with disabilities were associated with more positive altitudes. Contact with relatives and classmates with a disability was not associated with more positive attitudes. Age and gender were found to moderate these relationships. Contact with friends with disabilities increased positive attitudes for younger but not older participants. Contact with classmates with disabilities decreased positive attitudes for males but not females. This research can help us better understand disability-related bias.

Attitudes toward and contact with individuals with disabilities have been topics of research for years. The major purpose of the present study was to determine the effects of contact with individuals with disabilities on attitudes and choosing to major in education. Participants were 211 undergraduate students who completed a survey of attitudes and contact with individuals with physical, developmental, and behavioral disabilities. Results demonstrated that lower misconceptions about disabilities mediated the relation between increased contact with individuals with behavioral disabilities and being an education major. The results of this study (a) can be used to determine how future teachers should be trained and (b) highlight the need for future teachers to engage in certain field experiences.