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The present study investigated the relationship between primary school students‟ involvement in relational aggression, the coping strategies they use and their empathy. In addition, the study examined the impact of gender in the variables under study. The sample consisted of 337 fifth and sixth graders attending primary schools in the areas of Kavala, Athens, Thessaloniki and Evros. A self-report questionnaire was used to collect the data. Results revealed that students‟ gender differentiated the self-reported frequency of relational aggression, their coping strategies and their empathy. The dimensions of relational aggression, the coping strategies and empathy were correlated with each other. Specifically, both dimensions of relational aggression (proactive and reactive) displayed positive correlations with the strategy of aggression. However, reactive aggression was positively correlated with rumination. Moreover, proactive and reactive aggression was negatively correlated with empathy (cognitive and emotional). Furthermore, positive correlation was found between empathy and problem- solving coping (i.e. situation control). The present study enriches the existing references about the relational aggression. Furthermore, the present study indicates the need of implementation of intrusive programs for the dealing of relational aggression, the reinforcement of coping and the development of empathy in students