The problem of the abuse of children has in recent years been dominant in the wider public, scholars and practitioners. The subject of this research was the link between physical and emotional abuse in the family and in school (independent variable) with indicators of scholarly success and certain measures which lead to the conformity of scholars behaviour in school, for example unjustified absences and said pedagogical methods (dependent variable), the mediatory role of self-esteem, the loci of control and perseverance were examined. The methods, descriptive and correlative, are determinate goals of the research. The information was processed using descriptive-statistical indicators, linear discriminatory analysis and hierarchical regressive analysis. A total of 602 scholars (337 female scholars and 265 male scholars) in the second grade of high school participated in the study. The aim of the research was to confirm the link between the physic'al and emotional abuse of children with their scholarly success. The results showed a high frequency of the abuse of children in the general adolescent population, in which the study was made. The critical period for physical abuse in the family is from the ages of 7 to 12, and emotional from the ages of 13 to 17 of the child's life. Mothers more frequently apply a toned down form of physical abuse, while the committers of the harsher forms are usually fathers. In school scholars are more likely to be abused by their peers, forms of emotional abuse in relation to physical abuse are dominant. Surprisingly the emotional, but also the physical abusive behaviour of teachers was present. Scholars are exposed to all the forms of abuse in the higher grades of primary school. It has been confirmed that physical abuse is statistically significantly frequent in the family rather than in school (F = 127, 1 : p<0,01), usually girls are more exposed. Boys are more frequently physically abused in school. Furthermore emotional abuse is statistically significantly frequent at home rather than at school (F = 43,179 : p< 0,01) Once again girls are frequently emotionally abused in the family. The difference between the sexes in abuse in school is lower. Generally children are physically and emotionally more frequently abused in the family rather than in school. The weak link between socio-demographic variables and the degree of exposure to abuse has been confirmed, except in cases of emotional abuse in school. Children exposed to various degrees of physical abuse in the family have lower self-esteem (F = 33, 46 : p<,001 : extremer exposure F = 19,98 : p < ,01 external loci control (F = 7,44 : p < ,01 : extremer exposure F = 10,41 : p< ,01) and they are less constant (F = 6,112 : p< ,05 : extremer exposure F = 2.45:p<0l). Children frequently exposed to emotional abuse m the family have significantly lower self-esteem (F = 44,171; p<00l) and show less perseverance (F = 8,590; p<0l) lt has been confirmed that with a risk level of 1 % scholars frequently exposed to physical abuse in school, have significantly lower 'self-esteem (F = 7,556 extremer exposure : F = 14,3) and the external loci control (F = 6,762). Although scholars frequently exposed to emotional abuse in school have lower self-esteem (F = 6,540; p<02), they do not differ from peers who are less exposed to abuse bearing in mind the loci control and perseverance.The effects of emotional abuse on the variables of perceived competency are more powerful than the effects of physical abuse, correlation is larger when the exposure to emotional abuse is extremer. ln distinction from success in general and mathematics, the variables of abuse have shown statistically significant predictor success in the Croatian language at a significant level of 1 %. Beforehand physical (p<0l) and emotional abuse in school (p<05 showed as statistically important predictors. In the explanation of the gained results it is quoted that abuse can be a powerful success predictor of those subjects which are substantially and methodically related to the emotions and experiences of scholars. The effects of abuse on scholarly success depend on the intensity of exposure to abuse, the period when it occurred and the depth of trauma it caused. Paying attention to a better usage of teaching material to lessen the problems and to achieve success of abused scholars. The link between physical and emotional abuse and absence of scholars and said upbringing standards have been confirmed, as well as the important link between unjustifiable absences and pedagogical methods ( r= 0,66 ; p<0,01) Upbringing standards are negatively related to school achievement (general success R = -0,44; p0,01) Therefore the effects of abuse on behaviour (absences, upbringing standards) is maintained in scholarly success. Self-respect is most consistently related to abuse. It has been confirmed that scholars with higher self-respect achieve better general results, better results in Croatian and mathematics. Scholars of the interna! loci control generally achieve better school results and from Croatian . Expressive perseverance also has an important e ffect on s uccess. Yet the link between variables of abuse and scholarly success is not separated from self- esteem, lo ci control and perseverance. We hope that the achieved results will bring about a better understanding and qualitative treatment of abused children in school practice, thereby personally aiding the achievement of better scholarly success.