The main goal of this paper was to investigate the forms of peer violence - the frequency of experiencing and committing peer violence in elementary school, and to determine the students' view and perception of behaviour within the class and school. A total of 178 students attending the fifth, sixth, seventh and eighth grades of an elementary school in Istria participated in the research. The data were collected by means of a survey questionnaire after obtaining all the necessary administrative approvals and permits. The measuring instrument used in this research consists of three parts. In the first part, general and sociodemographic data about the respondent were examined: class, age, and gender. The second part contains the integrated Olweus (1996) Bully/Victim Questionnaire. The third part of this questionnaire examined the relationships among Elementary School students using the Scale of friendly-collaborative communication of students at school. Data was collected in accordance with the Code of Ethics for Research involving Children. The hypotheses that were set were tested using a descriptive method. The research results determined that 9% of students commit peer violence and 12.3% of students experience violence from their peers. The most common form of violence that a student commits and experiences is verbal violence. Victims of peer violence most often experience violence from one or more female students. It was established that, regarding gender, there is no significant difference in who more often suffers violence from their peers. The results showed that more than a quarter of students were exposed to peer violence for at least a month or longer. More than 20% of students told someone that they had suffered some form of peer violence, but 75.26% of them never talked about it to anyone. The results showed that more than 50% of students claim that the teacher often or almost always tries to stop peer violence. There is no statistically significant relationship between friendship and practical support and the age of the respondents, nor between emotional support and empathy and the age of the respondents. There is no significant difference in terms of friendship and practical support and gender of respondents, nor in emotional support and empathy and gender of respondents. The results showed that there is a positive link between friendship and practical support with the students’ liking spending time at school, and between emotional support and empathy with the students’ liking spending time at school.