Sociodemographic Determinants of University Students’ Attitudes Toward Wheelchair Users: A Cross-Sectional Study in Nine Eastern European Countries

Public attitudes toward people with disabilities (PwD) shape inclusion, healthcare access, and social participation. Although attitudes have improved, stereotypes and implicit biases persist. Intergroup contact is linked to more positive attitudes, yet its frequency and quality vary. In Eastern Europe, the ongoing war in Ukraine may directly or indirectly influence disability-related attitudes, as mobility impairments increase and societal exposure to disability changes. We conducted a multi-country cross-sectional study of 8593 university students from nine Eastern European countries using the Multidimensional Attitudes Scale toward Persons with Disabilities (MAS). We assessed cognitive, affective, and behavioral components of attitudes, alongside sociodemographic factors and contact with wheelchair users. Nonparametric tests and Spearman’s ρ were used to examine between-country differences and correlates. Higher MAS scores indicate more negative attitudes. MAS global and subscale scores differed significantly across countries. More frequent and higher-quality contact with wheelchair users was associated with less negative attitudes, though effect sizes were generally small. Several sociodemographic variables (e.g., gender, place of upbringing, field of study, religiosity) showed significant, albeit modest, associations with MAS subscales. Cross-national variation was pronounced: global MAS means ranged from 74.3±18.2 (Ukraine) to 92.3±16.6 (Serbia), with a significant between-country effect (Kruskal–Wallis H = 650, p < 0.001). Cross-national differences in students’ attitudes toward wheelchair users are substantial and broadly consistent with intergroup contact theory. In conflict-affected settings (e.g., Ukraine), rising visibility of disability and shifting contact patterns may further influence attitudes. Interventions that foster meaningful, high-quality contact and inclusive practices in educational environments may help mitigate negative attitudes and promote social inclusion.