Background/Objectives: The COVID-19 pandemic imposed immense stress on healthcare systems worldwide, significantly affecting the mental well-being of healthcare workers (HCWs). This study examined the sociodemographic, occupational, and COVID-19-related predictors of burnout syndrome among Serbian HCWs. Methods: A cross-sectional survey of 400 doctors and nurses utilized the Maslach Burnout Inventory to assess emotional exhaustion, depersonalization, and personal accomplishment. Sociodemographic, work-related, and COVID-19-related data were collected via a questionnaire. Results: Key predictors of emotional exhaustion included female gender, inadequate rest, sleep disturbances, and frontline COVID-19 work. Depersonalization was associated with fewer children, temporary employment, and COVID-19 frontline duties. Conversely, older age, religiosity, larger households, and a higher socioeconomic status positively correlated with personal accomplishment. Conclusions: These findings emphasize the urgent need for targeted interventions, including improved working conditions and mental health support, to reduce burnout and enhance HCWs’ well-being during medical crises.

Objective. The aim of this paper is to review the literature to identify the factors that influence the formation of medical and nursing students' attitudes towards individuals with ID. Methods. Data from the literature were collected using PubMed, KoBSON, and Google Scholar databases. The access was provided to free full texts in both English and Serbian. Results. Based on the review of research results, it is possible to identify a range of different factors that have both positive and negative influences on the formation of medical and nursing students' attitudes towards individuals with ID. Some of these factors include: gender, year of study, previous experience with individuals with ID, and prior knowledge about this population. Conclusion. Considering the attitudes of medical and nursing students towards individuals with ID is significant, as their attitudes will greatly shape the approach to healthcare for this population. Furthermore, the attitudes of future healthcare professionals can be a key factor in creating or mitigating inequalities in the healthcare system for individuals with ID.

Background: Families of children with intellectual disabilities often experience increased caregiving demands that may contribute to elevated parenting stress. Family routines represent an important aspect of everyday family organization and may support adaptation by providing structure, predictability, and continuity. However, the role of family routines in relation to parenting stress among families of children with intellectual disabilities remains insufficiently understood. This study aimed to examine parenting stress, the frequency and perceived importance of family routines in families of children with and without intellectual disabilities, and the associations between family routines and parenting stress. Methods: A cross-sectional study was conducted among parents of children with intellectual disabilities and parents of typically developing children. Family routines were assessed using the Family Time and Routines Index (FTRI), and parenting stress was assessed using the Parental Stress Scale (PSS). Group differences were examined using appropriate nonparametric and categorical-data tests, while associations between parenting stress and family routines were examined using Spearman rank-order correlations separately by study group. A hierarchical multiple regression analysis was conducted in the pooled sample to examine the incremental contribution of family routines to parenting stress beyond study group and selected sociodemographic and family characteristics. Group routine interaction terms were additionally tested to examine whether these associations differed between the TD and ID groups. Results: Parents of children with intellectual disabilities reported significantly higher levels of parenting stress compared with parents of typically developing children. Significant differences were observed in the frequency of family routines, with parents of typically developing children reporting more frequent routines across assessed domains. Higher frequency of family routines was significantly associated with lower levels of parenting stress in both groups. In the pooled regression analysis, family routine frequency and perceived importance together explained an additional 6.6% of the variance in parenting stress beyond study group and selected sociodemographic and family characteristics. In the final model, greater family routine frequency was independently associated with lower parenting stress, whereas perceived importance did not make a significant independent contribution. No significant group × routine interactions were observed. Conclusions: The findings suggest that the regular organization of family routines represents an important aspect of family functioning associated with parental well-being. Supporting families in establishing and maintaining adaptive routines may represent a valuable component of family-centered interventions for reducing parenting stress and strengthening everyday family functioning, particularly among families of children with intellectual disabilities. Longitudinal and intervention studies are needed to further clarify the role of family routines in supporting family adaptation.

Parents’ priorities significantly influence decisions regarding their children’s support, reflecting parental attitudes, knowledge, and experiences. This research aimed to identify parents’ priorities when choosing professional support for their children, examine the link between these priorities and children’s current abilities, and examine which developmental domains children receive professional support and whether these domains align with parental priorities. The sample consisted of 82 parents of children aged three to six years, divided into two groups: 41 parents of children with developmental disabilities and 41 parents of children without. All participants completed a Treatment Priorities Questionnaire (TP). The results showed that parents of children with developmental disabilities prioritize Communication skills, Social relationships, and Pre-Academic skills. In contrast, parents of children without developmental disabilities focus on Self-Care and Pre-Academic skills. These priorities often relate to the child’s areas in need of improvement. While children with developmental disabilities receive appropriate support, those without often do not receive support in the areas their parents prioritize. This highlights the need for parents to also recognize and build on their child’s strengths, creating a more balanced approach to their development.

Augmentative and alternative communication (AAC) includes various methods, strategies, and techniques as well as devices and means developed with the aim of improving the communication competence of people with speech and language disorders. AAC intervention implies a carefully planned process of selection and implementation of AAC means, as well as a precise definition of outcomes and methods of their evaluation to improve an individual's participation in the communication process. This paper aims to point out factors (personal and environmental) which potentially represent facilitators or barriers that influence the application of augmentative and alternative communication. Personal factors of importance include the user's individual characteristics, ability and skill set, personality traits and motivation, as well as personal preferences. The environmental factors include physical and cultural environment, socioeconomic status, knowledge, information and attitudes of the environment, experts' competence, and technology-related factors. Reported factors must be taken into account when implementing the AAK intervention as an effective support strategy for people with severe forms of speech and language disorders.

Starting school represents an important milestone in every child's development, and school readiness is determined by a combination of various factors. It does not only involve acquiring certain knowledge and skills but also implies the child's overall preparedness for the school environment. The aim of this paper is to identify and analyze the key factors influencing school readiness through a narrative review of empirical and review studies. The theoretical framework of the paper is the Ecological Systems Theory, which enables a comprehensive understanding of the reciprocal influences of various systems on child development. Literature was gathered using the Google Scholar, PubMed, and Web of Science databases. Both empirical and review studies were included in the analysis. The literature review showed that there are numerous factors that can have either a positive or negative impact on school readiness, relating to the child, the family, and the school system. The analyzed results indicate that school readiness cannot be viewed in isolation but rather as an outcome of multiple interrelated factors-from the child's cognitive and emotional abilities, through parental involvement and the family's socio-economic status, to the support offered by the school system through prepared teachers and a stimulating environment. These findings can serve as guidelines for improving policies and practices related to preparing children for school, enabling a smoother transition and better conditions for success in the school setting. This underscores the importance of coordinated action by all stakeholders involved in the process of early education and development.