Every child with blindness faces one adjustment issue or the other in their development. One of the crucial dimensions of adjustment which is the focus of this study is school adjustment. School being a socialising institution and a place for personal development, inability of a child with blindness to adjust to school environment limits the child’s chance of being educationally and economically relevant. Researchers have indicated that school adjustment problems can only be addressed through psychological intervention. Two of such psychological interventions are cognitive behavioural therapy and systemic therapy. The  effectiveness of combining these two psychotherapies particularly among pupils with blindness in Cross River state, is yet to be determined. It is on this basis that this study examined the efficacy of cognitive behavioural and systemic therapies in school
adjustment problems among blind pupils in Cross River State. The pretest-posttest control group quasi-experimental research design of a 3x2x2 factorial matrix design with psychotherapies (at three levels) being crossed with age of onset at two levels (congenital and adventitious blindness) and gender at two levels (male and female) was adopted. The study revealed a significant main effect of treatment on school adjustment among pupils with blindness. Thus, systemic and cognitive behavioural therapies should be used to treat pupils with blindness experiencing numerous school adjustment problems.