Schoolscan be a valuable resourcefor recruitment of participants for research involving children, adolescents, and parents. Awareness of the benefits and challenges of working with schools canassist researchersin developing effective school partnerships.This articlediscusses theadvantagesof conducting research within the school system as well as the challenges that may also arise.Such challenges include developing key contacts, building relationships, logistical arrangements, and facilitating trust in the research topic and team. Suggestions for strategies to forge successful collaborative relationships with schoolsare provided.

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Effective school leaders strive to maintain safety within their schools (Lezotte 1997). Bucher and Manning (2005) and Edmondson and her colleagues (2007) described a safe school as one in which all faculty, staff, and students interact in a positive, nonthreatening manner that promotes education while fostering positive relationships and personal growth and protecting all from harm. The school leader must gauge how safe students feel in the school, since they must feel safe and accepted in order to take the important risks associated with academic and social development (Bluestein 2000; Merrow 2004). Educators also need to feel safe and accepted in order to provide the best education for students. Leithwood and McAdie (2007) found that teachers who felt safe had a higher level of efficacy. School leaders are obligated to provide, support, mandate, and encourage safe environments for all students and staff members. Historically and currently, lesbian, gay, bisexual, and transgender (LGBT) students and staff have felt unsafe in many school environments because of their sexual and gender orientations (Markow and Fein 2005). In the past decade, educators have increasingly included LGBT issues into teaching and learning about diverse populations (Rottman 2006). This focus has helped many schools create safer climates for all students and staff, including LGBT students and staff. In addition, organizations, like the Gay, Lesbian, and Straight Education Network (GLSEN), have surveyed students and staff not only to understand the school experiences of LGBT students and staff, but also to understand what supports positive school experi-LGBT Educators' Perceptions of School Climate Administrators' attitudes and district policies can make significant contributions to creating safe environments for LGBT educators. BY TIFFANY E. WRIGHT PDK 2010 Dissertation Winner pdkintl.org V91 N8 Kappan 49 My passion for making all educators feel safe to do this very important work has been growing since I began working in this field in 1997. In fall 2005, I first met with my friend, mentor, and graduate school advisor Nancy Smith to discuss the possibility of completing a research study on the climate for lesbian, gay, bisexual, and transgender (LGBT) educators. At that time, we knew of no survey instrument that already existed, so we created our own with the help of Cole Reilly and Jennifer Esposito. By mid-2006, we had completed a pilot study using local LGBT educators we knew as participants. We revised the survey instrument, and in spring 2007, we conducted the study nationwide.

Purpose-The purpose of this paper is to examine the influence of disability status among job applicants on stereotype attributions and personnel decisions. The authors also consider the possible moderating role of application qualifications. Design/methodology/approach-Participants (N ¼ 247) took part in an experiment in which they evaluated job applications for a personal trainer position. Findings-Applicants who had a disability were rated as warmer than their able-bodied peers, but ratings of competence did not vary based on the disability status. This was the case across levels of qualifications. The relationships between competence and work outcomes (person-organization fit and hiring recommendations) were stronger than those between warmth and these outcomes; however, the relationships were qualified by a significant competence-by-warmth interaction. As the competence increased, so did the ratings of the person-organization fit, but this relationship was stronger for persons rated as warm. Originality/value-Persons with disabilities in the sport and fitness context face unique stereotypes, relative to their peers in other settings. These stereotypes influence their evaluation as job applicants. Keywords Diversity, Inclusion, Disability Paper type Research paper estimates indicate that 18.7 percent of the populous had a disability in 2010 (Brault, 2012). Despite their predominance across the world, people with disabilities routinely encounter negative stereotypes and face discrimination. Again, drawing from the US Census Bureau data, compared to their able-bodied peers, persons with a disability are less likely to have a high school or college degree and less likely to find a full employment (Brault, 2012). These trends are particularly salient among persons with mental and physical disabilities, as opposed to communicative disabilities. When they are employed, persons with disabilities face discrimination in their pay, earning just 72 percent of their able-bodied peers (Brault, 2012), face barriers in accessing development opportunities (Kulkarni and Gopakumar, 2014), and are frequently not considered for top leadership positions (Roulstone and Williams, 2014). These trends are also apparent in the sport and physical activity contexts. Among sport participants, barriers are present in the design and access to being physically active (DePauw and Gavron, 2005; Fay, 2011; Misener and Darcy, 2014), and as a result, the chance for people with disabilities to develop skills and confidence is diminished (Hodge and Runswick-Cole, 2013). There is also evidence that athletes with disabilities face exclusion, Sport, Business and Management: