AIM & OBJECTIVES– a) To find out whether there is any significant relationship between psychological disorders in school refusal children. b) To find out whether there is any significant relationship between parenting role of school refusal children. c) Comparing and analyzing the Cognitive behaviour therapy, behaviour modification, and counselling and guidance help to reduce school refusal behaviour. MATERIALS & METHODS– A sample of one hundred sixty children (80 school refusal children and 80 non–school refusal children) is taken equal number in the age group 11 to 16 years from different school in Nagpur, between June 2016 to July 2018. RESULT– On child behaviour check list psychological assessment diagnosed with depression problem School refusal children mean 60.96±SD 21.527, non– school refusal children mean 41.64±SD 19.534, t value 6.019 .Anxiety problem, school refusal children mean 60.69±SD 20.837, and non–school refusal children mean 44.61±SD 17.869, and t value 5.722 and Oppositional deficit problem school refusal children mean 57.81±SD 17.748, and non–school refusal children mean 44.86±SD 16.907, and t value 4.970 is statistically significant at the level of <0.05 level. Prevalence of learning disorder is 53%, children with school refusal prevalence are 60%, and children with non– school refusal prevalence are 32.32%. CONCLUSION– In present study focused on every single parents involves a modification of their own behaviours or “developing positive parenting skills based on emotional adjustment”, which may include elements of separation anxiety, depression, withdrawal behaviour from parenting, and marital conflict leading to poor child supervision and inconsistency of consequence administration. Cognitive behavioural therapy and behavioural therapeutic techniques for managing depressive and anxiety problem are incorporated in programs to treat school–refusing children. Present study noted positive in reducing internalizing (Depressive and anxiety problem) problems and promoting school attendance.