Urszula Olejnik

Urszula Olejnik serves as an Assistant Professor in the Department of Pedeutology and Health Education at the Faculty of Pedagogy and Psychology, Maria Curie-Skłodowska University in Lublin, Poland. Her academic work focuses on special education and disability studies with particular emphasis on attitudes toward individuals with disabilities, motor development in children with autism, and health education.

Her research interests span multiple critical areas in contemporary educational psychology:

• Attitudes toward people with disabilities, particularly visual impairments
• Motor development and physical activity of children with autism spectrum disorders
• Family functioning with children exhibiting food selectivity
• Humor sense styles among educators
• School well-being of students and teachers, especially during challenging periods like the pandemic

Her work bridges theoretical frameworks with practical educational applications, addressing both individual student needs and broader systemic challenges in inclusive education.

Analysis of her publication record reveals a consistent focus on disability acceptance, social attitudes, and educational adaptation. Her most recent work examines pandemic impacts on student well-being, while earlier publications establish her expertise in autism-related motor development and visual impairment studies. The research demonstrates methodological diversity including quantitative assessments of social attitudes, pilot studies on humor styles, and comparative analyses of retrospective versus real-time well-being measurement.

Her notable achievements include:

• Distinction in the nationwide 'Otwarte Drzwi' competition for best doctoral thesis (2017)
• Recognition as Best Academic Lecturer 2017/2018 by the Student Council
• Active participation in significant research projects including 'School well-being of students and teachers in the context of future tasks' and 'Teacher tailored to the 21st century'

Dr. Olejnik actively contributes to educational development through her involvement in the Operational Program Knowledge Education Development. Her consultation schedule indicates strong student engagement with both in-person and remote office hours during the 2024/2025 academic year, reflecting her commitment to academic mentorship and accessibility.