The study was designed to determine the influence of socio-economic background on the academic performance of school-aged children with hearing loss in Rivers State, Nigeria. The study was guided by two research questions and two hypotheses. Documentary analysis was used as design of the study. The population of the study was 126 pupils with hearing loss from the Special School for Handicapped Children (UBE), Nursery, Primary and Junior Secondary; Christy Toby Inclusive Education; Chamba International School and Exceptional Diamond School. Sample of the study was 126. Pupils’ academic records, pupils’ personal data and questionnaire were employed as instruments for data collection. Validation of the instrument was carried out by experts in Measurement and Evaluation. Reliability was ascertained using test retest method. Statistical mean and standard deviation were used to answer the research questions and t-test analysis was used to test hypotheses at 0.05 level of significance. Results from the findings indicated that pupils with hearing loss from high socio-economic background performed better than those from low socio-economic background. The study recommended that schools should be modelled to provide educational simulation to compensate for the inadequacies of the home-front.