The aim of the present study was to present a model of the relationship between family emotional climate and tendency toward vandalistic behaviors in school, with the mediating role of cognitive-emotional empathy. The research method was correlational and structural equation modeling. The participants of this study were 475 high school students in Gachsaran, who were selected through multi-stage random sampling. The instruments used in this research included the Tendency toward Vandalistic Behaviors Scale (Thawabieh & Al-Rfooh, 2010), the Family Emotional Climate Scale (Hillburn, 1964), and the Empathy Scale for Adolescents (Vossen et al., 2015). Cronbach's alpha coefficient was used to assess the reliability of these instruments. The evaluation of the proposed model was conducted using structural equation modeling. The bootstrap method was employed to test indirect relationships. The results indicated that family emotional climate had a positive and significant effect on tendency toward vandalistic behaviors (P < 0.001) and cognitive-emotional empathy (P < 0.03). Furthermore, cognitive-emotional empathy had a positive effect on tendency toward vandalistic behaviors (P < 0.001). In terms of indirect relationships, cognitive-emotional empathy was able to play a mediating role between family emotional climate and vandalistic behaviors in school (P < 0.04). Keywords: Tendency toward Vandalistic Behaviors in School, Family Emotional Climate, Cognitive-Emotional Empathy.