The COVID-19 pandemic has resulted in major changes in education around the world. According to UNESCO, due to the adoption of precautionary measures to combat the spread of the disease, over 1.5 billion students and children experienced the interruption of formal education, which is the biggest simultaneous shock for all education systems. The international health crisis has led to radical, comprehensive and serious changes in the lives of both children and their parents. Also, COVID-19 has presented early education systems around the world with serious operational challenges. The preschool institution "Đurđevdan" in Kragujevac, respecting the rights of children and ensuring the principles of education and pedagogy, designed the programme "Kindergarten from Home". The research presented in this paper aims to investigate the satisfaction of parents and children with the "Kindergarten from Home" programme during the COVID-19 pandemic - to determine the attitudes and scope of participation of children and parents. The sample included 488 parents and 302 children. The results show that the activities: spending time together with the family (43%), activities in the yard, nature (22%), and activities for motor skills (10%) produced the highest level of contentment in children. A large majority of children (73%) are motivated to continue the "Kindergarten from Home" programme. A majority of parents and children (over 60%) have given the "Kindergarten from home" programme the highest marks for interest and usefulness. The greatest percentage of the parents (42%) consider the "activities for early literacy development" exceptionally important for their child and family, whereas almost a quarter of the parents consider "working habits" as such. More than half of the parents regularly participated in the activities of the programme "Kindergarten from Home". The programme will be continued with the goal of providing support to the education of children and their families, even after the normalization of the work of kindergarten, for all children who are prevented from attending kindergarten.

The factors of school success are numerous: individual student characteristics, family factors, characteristics of the student's social environment, school, teachers and the teaching process. Among the individual student factors, the most often distinguished ones are abilities, motivation and personality traits. This study investigated the possibility of predicting students' school success by measures of intelligence, achievement motive, locus of control, and personality traits. The research included 103 eighth grade elementary school students and 104 fourth year grammar school students, so the model of predicting school success with these traits was tested both on the sample as a whole and on each sub-sample (elementary school students and grammar school students) with the desire to test whether the same factors affect school success at different levels of schooling. The following instruments were applied: D 48 Intelligence Test, MOP 2002 Achievement Motive Scale, Rotter Control Locus Scale, and VP + 2 Personality Inventory. The tested model of predicting school success is statistically significant on the sample as a whole (R² = .299, p = .000), and on the sample of elementary school students (R² = .651, p = .000), while on the sample of secondary school students it has not reached statistical significance (R² = .244, p = .120). Intelligence stands out as the most significant individual predictor of student academic success, (across the sample and among elementary school students), and on the sample as a whole, personality traits such as openness to the experience and the dimension of achievement motive planning, have a significant individual contribution to predicting school success. The results indicate that the student's individual characteristics are significant factors for the school performance of elementary school pupils, while some other factors probably play a bigger role in determining the school performance of grammar school students. One possible reason for this finding is that grammar school students are a selected part of the student population which do not differ significantly from each other according to the tested characteristics.

When it comes to providing support to children with disabilities, this role is primarily taken over by the family, and above all by the parents. The research was conducted to determine which protective factors of mental health for parents of children with disabilities facilitate their parenting role. The sample consisted of 17 participants, parents of children with various disabilities who filled out an online questionnaire designed for the needs of the research. The questionnaire was intended to assess the protective factors of the mental health of parents of children with disabilities. The results showed that parents experience moderate to high levels of stress when it comes to their parental role, while they emphasize child care as the main source of stress related to the parental role. They point out social support as one of the leading sources of support, much more often relying on informal sources (family members, friends, neighbors). In addition to social support, significant protective factors include faith in God and personality traits such as patience (calmness), perseverance, strength (resilience), optimism, and hope. Destigmatization also stands out as a significant protective factor, ie the parental role is facilitated by the complete acceptance of the child by the environment. Based on the findings, guidelines and recommendations can be formulated for planning and creating a program to provide support to parents of children with disabilities. In this context, various psychosocial support programs aimed at strengthening parental competencies and protective factors that play an important role in preserving the mental health of parents of children with disabilities would be significant.