The main goal of this thesis was to determine the self-assessed risk and protection factors for behaviour problems and their correlation with conflict behaviour patterns of elementary school students. The self-assessed risk and protection factors were grouped along three dimensions: popularity among peers, the internalised risk of school refusal for fear of examination, and the externalised risk of destructive behaviour toward people and things. Students and their parents from three elementary schools in the Sisak-Moslavina County took part in the study. Consent for participation in the study was given by 271 parents and a total of 271 students and parents participated in the study. The data were collected with two questionnaires, one for the parents and one for the students. The Parent questionnaire elicited evaluations of students' conflict beahviour patterns, while the Student questionnaire elicited the students' self-assessed risk and protection factors. The results indicate that the protective dimension of popularity among peers is almost always perceived by the students as pertaining to themselves, while the internalised risk of school refusal for fear of examination and the externalised risk of destructive behaviour toward people and things are rarely and very rarely perceived as such respectively. Boys act more destructively toward people and things than girls. Also, there is a low negative correlation between popularity among peers and destructiveness toward people and things. The younger the student is, the more he/she believes to be popular among peers. The parents reported that in conflicts their children sometimes to most of the times accept the cooperation conflict pattern, while the avoiding and winning patterns do not pertain to their children. The parents also reported that girls display the cooperation conflict pattern more often than boys. A low positive correlation between the protective dimensions of popularity among peers and conflict cooperation, a low negative correlation between popularity among peers and winning in conflicts, a low positive correlation between the internalised risk of school refusal for fear of examination and conflict avoidance, and a low positive correlation between the externalised risk of destructive behavious toward people and things and the winning conflict pattern have been established. This thesis expands on the possibilities of timely identification of students in need of additional support at school and it provides suggestions for preventive programmes.