Background:: One of the factors of lack of academic success in students is the presence of learning disorders in them, which leads to academic failure, decrease in self-confidence and selfesteem, and their dropping out of school. The labels of "backward", "lazy", etc., prevent students from continuing their education and will cause irreparable psychological and economic damage to the child and the family and the education system of the country. Aim and Methodology: Therefore, it seems important and necessary to investigate and identify effective factors in reducing the academic dropout and dropout of these students. The purpose of this research is the relationship between parental support, school atmosphere and family structure with academic avoidance in students with learning disorders with the mediating role of academic motivational variables and progress goals. The current research is descriptive and correlational. The statistical population of this research is all male and female students with learning disabilities in Khormouj city who refer to learning disabilities centers. Students will be selected by appropriate sampling method (available sample). The participants include 155 students with learning disabilities who were selected through convenience sampling. The tools used in this research were Elson et al.'s family adaptation and cohesion assessment scale, Lee et al.'s school climate and identity questionnaire, Mary Procidano and Kenneth Heller's social support questionnaire, Eliot Moriyama and Picran's goal orientation questionnaire, The academic motivation questionnaire of Shahni Yilaq, Golestane, Haghighi, Nisi, and Kianpur and the academic avoidance scale were used by Panaghi, Ahmedabadi, Zadeh Mohammadi, Pusht Mashhadhi. The data was analyzed using structural equation modeling method and AMOS software. Findings: The results showed that the effect of parental support, school atmosphere and family structure on the progress goals of students with learning