The main purpose of this study was to determine the specific learning disabilities, level of self efficacy, self esteem, multiple intelligences, parent and teacher’s involvement of students at risks with learning disabilities and their relationships to academic performance of high school students at risk with learning disabilities in order to design a supportive classroom environment for these children.

This study was based on the theory that academic performance of students at risk with learning disabilities is dependent on the self-efficacy, self-esteem, multiple intelligences and parents and teachers’ involvement. The self-efficacy includes general self efficacy and social self efficacy. The multiple intelligences includes the Linguistic Intelligence, Logical-Mathematical Intelligence, Bodily Kinesthetic Intelligence, Musical Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, Spatial Intelligence, and Nature Intelligence. This study hypothesized that there is significant relationship between self-efficacy, self-esteem, multiple intelligence, parents and teachers’ involvement to the academic performance of students at risk with learning disabilities.

The research design was descriptive using cross tabulation technique. The study was conducted at Gingoog City Comprehensive National High School,Division of Gingoog City, Region X. Philippines. The respondents of the study involved the thirty four ( 34 ) students at risk with LD. Five ( 5 ) sets of questionnaires were being administered to gather the needed data such as the Self efficacy Scale, Barksdale Self-esteem Evaluation Index ( SEI), Multiple Intelligence Developmental Assessment ( MIDAS) and Parent Involvement Checklist. Each questionnaire has undergone the test of validity and reliability. The statistical tool used were frequency, percentage, weighted mean and cross tabulation analysis. » Read more: Factors Affecting the Academic Performance of Students At Risk With Learning Disabilities