Background: Research is aimed at studying the separation anxiety among deaf and mute students living and studying in special schools due to the internalized nature of their symptoms, anxiety disorders frequently go undiagnosed in school students. Academic performance and daily activities can be severely harmed by anxiety. Additionally, untreated anxiety over time can lead to behaviors like skipping school and eventually, early school exit. Objectives of the Study:1) Assess the separation anxiety among deaf and mute students with selected demographic variables.2) To associate separation anxiety with specific demographic variables. Materials and Methods: The purpose of this descriptive study and the goal of the research was to assess the anxiety among deaf and mute students living and studying in special schools. Based on inclusion criteria and purposeful convenient sample approaches, 52 students were chosen. The information was gathered in an organized way. Results: The goal of the research was to assess the separation anxiety among deaf and mute students living and studying in special schools. The deaf and mute students represent their separation anxiety in the form of mild separation anxiety, moderate separation anxiety, and severe separation anxiety, and the result was 92.33%, 5.75%, and 1.92% respectively. Conclusion: The researchers did a descriptive research investigation on the topic as part of their undergrad curriculum to assess the separation anxiety among deaf and mute students living and studying in a special school.