<![CDATA[Background: Student delinquency is a persistent issue that affects the learning environment and overall student development. It can disrupt academic progress, harm peer relationships, and contribute to long-term behavioral problems. Objective: This study aims to investigate the influence of peer counseling on student delinquency. Specifically, it seeks to determine whether peer-based interventions can serve as an effective strategy for reducing delinquent behavior among high school students. Method: A correlational research design was employed at SMA Kartika I-2 Medan in 2022, with a sample of 40 students. Data were collected using structured questionnaires and analyzed through statistical methods to examine the relationship between peer counseling and student delinquency. Results: The results revealed that peer counseling does not have a significant impact on reducing student delinquency. Instead, other influential factors were identified, including the family environment, school climate, personal motivation, and broader social conditions. Conclusion: The study concludes that peer counseling alone is insufficient as an intervention for addressing student delinquency. More comprehensive strategies are required to tackle the root causes of delinquent behavior. Originality/Value: This study provides a valuable empirical contribution to the fields of educational psychology, school guidance and counseling, and adolescent behavioral intervention by uncovering the insufficiency of peer counseling as a standalone intervention and highlighting the critical influence of family dynamics, school climate, and personal motivation regarding student delinquency reduction within the context of secondary education at SMA Kartika I-2 Medan, a dynamic that has previously received limited critical evaluation. These findings enrich existing empirical evidence and serve as a strategic reference for school counselors, educators, school psychologists, and educational policymakers in designing multifaceted behavioral intervention programs, reevaluating peer led support systems, and fostering collaborative family school prevention strategies.]]>
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