Academic Achievement and Mental Health Among Pupils with Learning Disabilities in Bauchi State

This study explores the relationship between academic achievement and mental health outcomes among pupils with learning disabilities in Bauchi State, North East Nigeria. Learning disabilities, including dyslexia, dyscalculia, and attention deficit hyperactivity disorder, often co-occur with emotional and behavioural difficulties that compound academic failure and reduce quality of life for affected children. In the context of limited special education resources in Bauchi State, understanding this relationship is critical for effective intervention planning. This research employed a descriptive survey design involving 250 pupils aged 8 to 14 years identified with learning disabilities in integrated and special education settings across Bauchi metropolis. Academic performance was measured using standardised school-based assessments, while mental health was evaluated using the Revised Children's Anxiety and Depression Scale and the Teacher Report Form of the Achenbach System. Results indicate significant negative relationships between academic failure and anxiety, depression, and social withdrawal in the sample. Students who received individualised academic support demonstrated better mental health profiles compared to those receiving standard classroom instruction without adaptation. The study recommends that Bauchi State Ministry of Education develop a structured learning support framework that integrates psychosocial components, ensuring that children with learning disabilities receive both academic and emotional guidance. Keywords: learning disabilities, academic achievement, mental health, Bauchi State, special education.