Based on previous studies, it has known that maternal fetal attachment, significantly affects the health of a mother's pregnancy and the optimization of baby development. This literature review wants to find out what factors influence maternal-fetal attachment. After extracting from 343 articles, 9 articles were discussed. As a result, there are several demographic variables and psychological variables that significantly influenced maternal-fetal attachment. Demographic variables that influence maternal-fetal attachment are age, maternal education, socioeconomic status, number of previous children, type of pregnancy (parity), planning of pregnancy, previous pregnancy, impaired pregnancy, and gestational age. On the other hand, psychological influences on maternal and fetal attachment are depression, social support, family atmosphere, anxiety, self-compassion, and a pregnant mother's ability to be close and trust to other people.

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Teachers’ attitude is an important factor that influences the quality of the implementation of inclusive education. The quality of inclusive education is part of the quality of education in general in a country. The quality of education of countries around the world is measured by the United Nations using the Human Development Index and placing countries in the very high, high, medium, and low categories. Systematic review was carried out to  get an idea of ​​the attitudes of teachers towards inclusive education and the factors that influence it in countries based on the HDI category. By using three electronic search engines for academic data, namely EBSCOhost, ProQuest, and Taylor & Francis Online, 18 articles reporting teacher attitudes towards inclusive education in various countries were discussed. The results found that there were no differences in teacher attitudes towards inclusive education between countries with very high and high HDI categories with countries in the moderate HDI category. Knowledge of children with disabilities and teaching experiences of these children is known to influence the attitudes of teachers towards inclusive education in countries with all HDI categories. The support from community, the availability of professional assistance, and the length of the implementation of inclusive education are factors that influence the attitudes of teachers in very high and high HDI categories countries, while the negative perception of disability makes teachers held negative attitudes towards inclusive education. Recommendations for improving the review of this topic are discussed in this study