This study presents the use of collaborative intervention to reduce the depression and anxiety of students with learning difficulties. Specifically, it aims to find out what effective intervention could be proposed and what factors could differentiate the status of the students' depression and anxiety after the collaborative intervention has been conducted. The depression and anxiety were measured using the 25-item Revised Child Anxiety and Depression Scale (RCADS) short version. The quantitative method was used for the numerical facts gathered through the child's self-assessment and parent observation rating reports. On the effectiveness of the conducted intervention, the Quasi-Experimental was used with the pre and post-test design. Contextualized intervention lessons were made and conducted collaboratively by the teacher and parent with the support of the barangay health worker. Results of the students' self-assessments and parents' observation ratings were found to be higher for both depression and anxiety before the conduct of the intervention and found to be lower after the intervention has been conducted. The gain revealed in the posttest has proved that the use of collaborative intervention has a significant impact on reducing the depression and anxiety of students with learning difficulties. 

Keywords: collaborative intervention, learners with learning difficulties, self-assessment, depression, and anxiety.