Social Networks are an online community of individuals which share common interests and activities and which allow interaction and sharing digital content. Most frequent users are members of the younger population. Social networks have a number of advantages, but also risks such as the occurrence of electronic violence (cyberbullying). Cyberbullying is defined as an aggressive, deliberate act carried out by a group or individual, using electronic forms of communication and repeated over time against a victim which can not be defended. The purpose of this paper was to determine whether the school climate correlates with the violent behavior of pupils on social networks. This research is based on a qualitative questionnaire process and was conducted on 451 students in six secondary schools in the City of Zagreb. The school climate was explored on the basis of the relationship between teachers and pupils, the nature of pupils' relationship, the extent to which student autonomy is allowed in making decisions and measures to which the school provides clear, consistent and correct provisions. These variables are correlated with the experience of student violence on social networks. The results show that school climate in relation to pupils 'and teachers' relationships affects the phenomenon of violent behavior of pupils on social networks. The results obtained are significant because they point to the importance of interpersonal relationships and mutual respect in school and the need to engage in creating a positive school climate that as a basis for social, emotional and academic learning can reduce the phenomenon of violent behavior.