Mild Intellectual Disability (MID) is a neurodevelopmental disorder that begins in childhood and is characterized by limitations in intellectual functioning (IQ = 55–69) and adaptive behavior that manifests in everyday living. In addition to these specific criteria, clinical practice shows that the population of children with MID has heterogeneous deficits in cognitive functioning. Thus, the aim of this study was to identify groups of homogenous cognitive profiles within a heterogeneous population of students with MID. The cognitive profiles of 16,411 participants with Mild Intellectual Disability were assessed based on their performance on the Stanford–Binet Intelligence Scales–Fifth Edition. Prior to the assessment, participants were divided into three age groups corresponding to the levels of the Polish education system: (1) 7;00–9;11, (2) 10;00–14;11, and (3) 15;00–18;11 years old. Using cluster analysis, we identified three distinct cognitive profiles (clusters) in each age group. These clusters differed from each other within and between each age group. Distinguishing cognitive profiles among children and adolescents with MID is important both in the context of diagnosis as well as the development of research-based interventions for these students.

Considering the gap in understanding of the link between parental education and child intelligence quotient (IQ), our study aimed to investigate the association between parental education and the IQ of children referred to the mental healthcare system, explore which parent’s education level is more influential, and examine the impact of the child’s age and sex on these relationships. This cross-sectional study included 80,303 children aged 3–18 years who were referred to the mental healthcare system between 2018 and 2023. We predefined IQ composite score (Full IQ Scale), as measured by the Stanford Binet 5 Intelligence Scale, Fifth Edition (SB-5) as the primary outcome; the remaining SB-5 composite scores were the secondary outcomes. Linear regression analysis was performed using staircase coding for ordinal predictors with several binary independent variables. A significant correlation was found between parental education levels and IQ of the sampled children, with higher levels of parents’ education predicting higher IQ scores, particularly with mother’s education explaining 18.23% of the variance in children’s overall intelligence. No significant interaction was observed between parental education and child’s sex in predicting child IQ. However, a significant interaction was observed with age, showing that IQ decreases with age in children of parents with lower education, while it increases with age in children of parents with higher education. Our study underscores the pivotal influence of parental education on the IQ levels of children referred to mental healthcare services. Maternal education level was a stronger predictor of child IQ, potentially because mothers tend to be the primary caregivers. These findings suggest the need for targeted support programs for caregivers, particularly those with lower education levels, to facilitate the early detection of developmental challenges. Integrated education and healthcare efforts are crucial for equitable mental healthcare access.

Background/Objectives: The mechanisms linking eating attitudes to well-being and physical activity objectives have increasingly attracted the attention of researchers in recent years. This research is particularly significant in the context of the COVID-19 pandemic, which has profoundly disrupted eating habits, exercise routines, and psychosocial well-being across the globe. Additionally, these variables are influenced by cultural dimensions, such as individualism in Poland and collectivism in China. These two countries represent distinct approaches to social health and well-being during the pandemic, offering valuable comparative insights into how cultural contexts shape mental and physical health behaviors; Methods: The study included 644 Polish and 690 Chinese participants. It utilized the Psychological Well-Being Scale (PWBS), the Coronavirus Anxiety Scale (CAS), the Eating Attitudes Test (EAT-26), and the Inventory of Physical Activity Objectives (IPAO); Results: The results indicate that both COVID-19 anxiety and eating attitudes fully mediate the relationship between well-being and physical activity objectives. Full mediation implies that the observed relationship between well-being and physical activity objectives operates entirely through the mediators. Notably, the mediating effect of COVID-19 anxiety was observed only in the Chinese sample, highlighting cultural differences in coping mechanisms and societal responses to anxiety. Cultural differences significantly influenced well-being and physical activity objectives, while eating disorders remained unaffected by cultural and social differences. Additionally, a significant positive correlation was found between COVID-19 anxiety, eating attitudes, and health-related physical activity objectives, underscoring the interplay between mental health and physical activity; Conclusions: These findings underscore the importance of addressing anxiety and eating attitudes to enhance well-being and physical activity behaviors. The study provides a strong theoretical basis for targeted interventions tailored to cultural contexts. Potential limitations include the reliance on self-reported data and differences in demographic characteristics between the Polish and Chinese samples, which may affect generalizability.

The role of psychosocial factors in the development of changes in lichen planus and other diseases of the oral cavity has been implicated, but is still understudied. Therefore, the aim of our study was to describe the specific profile of psychological functioning of patients with these diseases, including the role of temperamental traits, action-oriented personality components, and self-esteem. In total, 94 adult women participated in the study: (1) with lichen planus (LP; n = 46; M_age = 54.80, SD = 12.53), (2) with other oral conditions (n = 25; M_age = 34.76, SD = 16.03), (3) without chronic disease (n = 24; M_age = 40.96, SD = 13.33). The following questionnaires were used: ZKA-PQ/SF, Polish Adaptive and Maladaptive Perfectionism Questionnaire, ACS-90, PROCOS, and MSEI. Results indicated no significant differences in temperament dimensions between studied groups. However, women diagnosed with LP presented lower levels of maladaptive perfectionism and social support than healthy women. Furthermore, women with LP also obtained lower scores for social resourcefulness and higher scores for moral self-approval than healthy women. Summarizing, patients with LP often use compensatory mechanisms that negatively affect their social functioning; thus diagnostic/therapeutic programs directed towards those group should be holistic, including psychologists and psychiatrists who support patients’ psychological well-being.

This case study illustrates a multidisciplinary diagnostic and therapeutic model of care for a 7-year-old male with Lamb–Shaffer syndrome (LAMSHF). LAMSHF is an ultra-rare genetic neurodevelopmental disorder, caused by heterozygous alterations in the SOX5 gene. An integrative model of therapy of cognitive functions and speech is described. The presented approach allows the development of language competences through stimulation of basic cognitive functions, which allows the learning of the abstract rules of an inflected language. A surprising, unexpected improvement in the cognitive functioning of the child was observed (both in terms of reasoning and speech), as well as an increase in his independence. The clinically important problem of the need for continued stimulation of cognitive development, in spite of the unfavourable prognosis associated with LAMSHF, is highlighted.

Individuals with mild nonspecific intellectual disability (NSID) often exhibit delayed literacy development. Unfortunately, how cognitive–linguistic processing profiles influence literacy in this population lacks clarity. This study investigated literacy development in this population, considering the cognitive–linguistic mechanisms. The Specialist Battery for the Diagnosis of Cognitive Abilities and School Skills was used to assess cognitive–linguistic abilities and literacy-related skills in 122 participants. Fuzzy C-means clustering was used to identify processing profiles. Developmental age equivalents in literacy were estimated using local regression models and matched comparisons with typically developing peers. Two cognitive–linguistic profiles emerged: globally weaker and moderately developed. Those with NSID performed significantly lower than their peers in all domains. Their literacy skills aligned with those of children 2–4 years younger, and plateaued after age 15. Cognitive–linguistic heterogeneity in students with NSID should guide targeted literacy interventions. The findings inform ICD-11 educational expectations for individuals with mild NSID.