The purpose of this study is to testify the differences of differentiation of self and school adjustment by child abuse types. The subjects were 499 elementary students in 5, 6 grades (male：255, female：244). Main results were as follows; First, the students with emotional abuse were low in differentiation of self. That is, they were low in cognitive and emotional function in differentiation of self, but high in family projection and the emotional split in it. Second, the school adjustment by child abuse type was not significantly different. Third, the less family projection and more the cognitive and emotional function is, the more school adjustment become. The counseling program for children with emotional abuse and enhancing differentiation of self for them should be developed and practiced in the future. The limitation and research issues were discussed.