Classroom climate and family functionality as predictors of bullying

The primary aim of this study is to examine bullying and victimization behaviors observed among middle school students within the framework of systemic determinants rather than individual characteristics. The research focuses on how students' experiences of bullying or victimization in peer relationships are associated not only with personal tendencies but also with environmental systems such as classroom interactions, teacher support, and family functioning. In this context, the study is based on the assumption that bullying may stem from the broader social systems in which students are embedded, rather than being purely the result of individual traits. The research was conducted using a relational design with a quantitative and cross-sectional approach. The study group consisted of 875 students who voluntarily participated from four different public middle schools located in a district in Turkey's Central Black Sea Region. Data were collected using the Personal Information Form, the Systemic Family Functioning Scale, the Classroom Climate Scale Perceived by Students, and the Peer Relationships Scale for Adolescents – Bully/Victim Form. The data were analyzed using correlation and multiple regression techniques. According to the findings, systemic variables such as teacher support, peer acceptance, family boundaries, communication, and family support significantly explained bullying behaviors. Among these, peer acceptance was found to be the strongest variable explaining bullying in a negative direction. Interestingly, peer support was found to explain bullying in a positive direction, contrary to expectations. In terms of victimization behaviors, teacher support, peer support, family communication, and family support were found to be negatively associated, while classroom satisfaction and family cohesion positively explained victimization. The findings reveal that bullying and victimization behaviors are not solely influenced by individual tendencies but are also closely related to systemic structures such as classroom climate and family functioning. Accordingly, it is recommended that policies and intervention programs be developed to establish inclusive, supportive, and functional environments both at school and within the family, in order to promote students' social-emotional development.