The present study was conducted with the aim of determining the relationship between coping styles and parent-child relationships with social adjustment of students with learning disabilities. The present study was quantitative in terms of applied objectives, descriptive in terms of data, and correlational in terms of method. The statistical population of the present study was all female students in the first year of secondary school in schools in western Mazandaran with learning disabilities. The sample size in the present study was 152 people and was selected using multi-stage cluster sampling. The research tools included the Endler and Parker (1990) coping styles questionnaire, the Fine et al. (1983) parent-child relationship assessment questionnaire, and the Sinha and Singh (1993) student adjustment questionnaire. Data analysis was performed using Pearson correlation tests and multivariate regression with a stepwise method. The results showed that the linear relationship between problem-focused coping style, emotion-focused coping style, father-child relationship and mother-child relationship with social adjustment is positive and significant at the 0.01 level, and the linear relationship between avoidant coping style and social adjustment is negative and significant at the 0.01 level. And the variables of mother-child relationship, avoidant coping style, problem-focused coping style and emotion-focused coping style are predictors of social adjustment.