Bullying is defined as persistent hostile actions intended to harm the recipient in a power imbalance relationship. While children and adolescents have been identified as either victims, bullies or bully-victims in past research, few studies have identified patterns of more specific forms of bullying and victimization that have not been examined. This study aimed to characterize classes of bullying behaviour and its associations in students aged 9 to 14 years from schools serving socially vulnerable students. The study used secondary self–report data from Chilean school students (n = 5151) aged 9–13 years. Using latent class analysis and ten observed items that report different forms of victimization and bullying, we identified five classes of bullying behaviour. Overall, 54% of the sample was included in a class associated with bullying behaviour, either as a victim, a bully, or a bully-victim. The most prevalent classes were non-involved (46%) and teasing victim (25%). Regarding predictors, emotional symptoms were associated with higher odds of belonging to the bully-victim, victim and victim teasing classes, in contrast to non-involved classes. In contrast, conduct problems were associated with higher odds of belonging to any class other than the non-involved class. Identifying heterogeneous classes of bullying and victimization and specific correlates may allow for tailoring intervention to prevent specific forms of bullying behaviour.