Aim and Objectives of the Study:– a) To study the children with learning disorder may lead to emotional distress. b) To study the visual processing issues and impact on learning disorder. c) To promote general awareness and an understanding of the problems and needs of children and others with learning disorder and thereby to assist them to obtain specialised diagnosis and treatment so that their disorder maybe addressed as early as possible. Sample for the study includes 288 school going children (children with Learning disorder boys 98 and 46 girls, children with non–learning disorder boys 105, and 39 girls) between the age group of 10–16 years, from different schools from Raipur. Result – Study showed statistically significant differences in children with learning disorder lead to emotional distress (depressive, anxiety, withdrawn behaviour ,somatic complain, thought problem, ADHD, rule breaking behvaior, aggressive behaviour , oppositional problem and conduct problem), statistically significant at the level of <0.05. Visual processing issues –Children with visual discrimination issues around 74 % (89 % boys and 41% girls) children with learning disorder and 46% (51% boys and 31% girls) children with non– learning disorder, Children with Visual figure–ground discrimination issues around 48% (44% boys and 57% girls) children with learning disorder and 19% (17% boys and 26% girls) children with non– learning disorder, Children with Visual sequencing issues around 51% (53% boys and 48% girls) children with learning disorder and 19% (22% boys and 13% girls) children with non– learning disorder, Children with Visual–motor processing issues Around 74% (76% boys and 72% girls) children with learning disorder and 32% (32% boys and 31% girls) children with non– learning disorder , Children with Long– or short–term visual memory issues Around 65% (62% boys and 70% girls) children with learning disorder and 52% (53% boys and 49% girls) children with non– learning disorder, Children with Visual–spatial issues Around 24% (19% boys and 32% girls) children with learning disorder and 14% (11% boys and 21% girls) children with non– learning disorder, Children with Visual closure issues Around 35% (35% boys and 35% girls) children with learning disorder and 18% (24% boys and 5% girls) children with non– learning disorder, and Children with letter and symbol reversal issues Around 74% (67% boys and 89% girls) children with learning disorder and 46% (37% boys and 69% girls) children with non– learning disorder. Conclusion –The association between learning disorder, behaviour and emotional problems is of great significance over the long time as both behaviour problems and academic problems are likely to persist and both are related to maladjustment, health– (Psychiatric, Ophthalmology, psychologist, occupation therapist, and special teachers), social deviance, activities and unhappiness in later life. Early identification from schools, teachers, parents, special educators should not wait for difficulties in students to reinforce, but they should try to find students "at risk" as early as possible. In present study shows that emotional and behaviour difficulties observed in children with visual impairments and learning disorder are positive significance