The purpose of this study was to investigate the mediating effects of self-compassion on the relationship between academic stress and school adjustment of elementary school students. The subjects of this study were 499 students who were in sixth grade in 5 elementary schools in the northwestern part of Gyeonggi-do. The test tools were academic stress, school adjustment, and self-compassion scale. The collected data were analyzed Correlation and Structural equation modeling. The results of this study were as follows: First, it was found that academic stress had significant negative effects on school adaptation directly. Second, it was found that academic stress had significant negative effects on self-compassion directly. Third, it was found that self-compassion had significant effects on school adaptation directly. Fourth, the self-compassion partially mediated the relationship between the academic stress and the school adjustment. Possible reasons for theses results were identified and discussed.