Introduction: It is generally observed that at least  20% of the children in a class room get poor marks – they are scholastically backward. Poor marks must be seen as a symptom reflecting a larger underlying problem in children. Methodology: Hundred scholastically backward children who were identified with the help of the class teacher fifty children were selected out of 340 children studying in the first school and the other fifty were selected from amongst the 614 children studying in the second school, based on the sample size required for the study four children studying in the first school were being brought up in a hostel.  Results: A child classified as a slow learner would require extra coaching at school and home. It was also observed that out of the 56 slow learners cause could be attributed for the scholastic cause in only 40. To distinguish the remaining 16 from mixed learning disabilities assessment of  IQ  needs to be done.  Conclusion: Children with scholastic backwardness and  advantageous socioeconomic conditions must be subjected for assessment by GLAD to look for Specific Learning Disability.