This study examined emotional regulation and its impact on academic achievement of internally displaced pupils. The target population comprised internally displaced pupils enrolled in IDP-hosting public primary schools in Adamawa State, Nigeria. There were approximately 221,000 internally displaced persons in Adamawa State, with an estimated 35% being school-aged children. A correlational research design was employed using a sample of 396 upper primary school pupils drawn from IDP-hosting schools across three LGAs in Adamawa State using multi-stages sampling techniques. Emotional regulation was assessed using the Emotional Regulation Questionnaire for Children (ERQ-C), while academic achievement was measured through records in core subjects English, Mathematics, and Social Studies. To establish validity, both instruments were reviewed by experts in Educational Psychology and Education in Emergencies, while pilot testing was conducted with 20 non-sample IDP pupils to refine contextual appropriateness. Reliability was confirmed using Cronbach’s alpha, yielding a coefficient of 0.78, which is considered acceptable for internal consistency. Data were analyzed using descriptive statistics and Pearson’s Product Moment Correlation Coefficient (PPMCC). Findings revealed a generally low level of emotional regulation among IDP pupils, with a grand mean of 2.20 on a 5-point scale. Pupils struggled significantly with managing anger, anxiety, and emotional distractions in academic contexts, though some exhibited high levels of emotional expression and teacher help-seeking behavior. Most notably, the study established a moderately strong and statistically significant positive relationship (r = 0.623, p < 0.05) between emotional regulation and academic performance, indicating that pupils with higher emotional regulation skills were more likely to perform better academically. The study concludes that emotional regulation is a critical but often neglected factor influencing the academic success of displaced children. The study recommends integrating Social Emotional Learning (SEL) into school curricula, training teachers in trauma-informed pedagogy, providing psychosocial support services, and engaging parents and communities to foster emotionally responsive learning environments.

Keywords: Emotional regulation, Internally Displaced Person, Pupils and Academic achievement