This study is a qualitative case study that identifies what situations lead elementary school students to choose isolation and conflict avoidance in peer relationships. The situation analysis was conducted focusing on the cases of three 6th grade students attending an elementary school located in a middle-class district in a large city with an above average educational fever level. In the micro situation, by describing the daily lives of three children, vivid aspects of isolation and conflict avoidance revealed in peer relationships in each child's personal, specific, and special situations were presented. In the mediating situation, the actor-network, which is “the [rhizomic] connection between human and non-human actors” that causes isolation and conflict avoidance in elementary school peer relationships, is characterized by ‘packed schedule and too much to do’, ‘a tight-knit family bond’, ‘prevalence of school violence, safety accidents, and COVID-19 prevention measures’, and ‘typification and interpretation of relationships through information’. In the macro situation, five types of reality-interpretation were presented, which were named to provide insight into the actor-network that causes isolation and conflict avoidance in peer relationships, and given meaning to help understand the operation of the actor-network. These are as follows: ‘A performance society that creates performance subjects of self-management’, ‘Disintegration of community and excessive parenting due to nuclear family’, ‘Legislation of relationships due to colonization of the living world’, ‘The operation of biopower and human populationization’, ‘Atmosphere of understanding relationships based on a possessive mode of existence'. It is argued that microscopic and practical intervention starting from the type and operation of actors/actors in mediation situations is necessary to resist the order that creates isolation and conflict avoidance in elementary school peer relationships and to seek a new order.