<![CDATA[Bullying behavior in school settings remains a concern because it is associated with students’ social, emotional, and academic development. Although factors associated with bullying have been extensively investigated, studies examining the role of the family environment in predicting bullying behavior among vocational secondary school students remain limited. This study aimed to analyze the effect of the family environment on students’ bullying behavior at SMK Negeri 1 Bukittinggi. This study employed a quantitative approach with a correlational ex post facto design. The sample comprised 130 students selected through purposive sampling. Data were collected using a Likert-scale questionnaire that met validity and reliability requirements and subsequently analyzed through descriptive statistics, a normality test, a linearity test, and simple linear regression with the assistance of IBM SPSS Statistics version 26. The results showed that the family environment was a significant predictor of bullying behavior (β = 0.292; p = 0.001). The coefficient of determination (R²) of 0.085 indicated that the family environment explained 8.5% of the variation in bullying behavior, while the remaining 91.5% was associated with factors outside the research model. These findings indicate that the family environment plays a role in students’ social behavior, although the model’s explanatory power is relatively limited, and provide empirical evidence relevant to the application of social learning theory in the context of bullying. This study highlights the need for collaboration among schools, guidance and counseling teachers, and parents to strengthen the role of the family as part of bullying prevention efforts. Future research should examine individual, peer, and school-environment factors using a broader respondent sample and analytical model.]]>
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