Education can benefit from psychological research concerning students’ behavioral problems in order to provide teachers information on how to handle those behavioral issues, since those can predict late psychiatric disorders and interfere negatively with academic achievement. This research investigated problem behavior of students (10–12 yrs) of a language course in Brazil. Behavior was investigated through a problem behavior questionnaire considering the potential effects of peer and teacher attention. The initial hypotheses that there would be a positive correlation between problem behavior and poor academic performance was partially confirmed once correlation between some items of the problem behavior questionnaire and the performance in academic assessment was found. Among all the 15 elected problem behaviors, most of them appear to have the functionality of gaining peer attention and avoiding teacher attention; followed by gaining both teacher and peer attention and gaining teacher attention. These results were used as parameters for the suggestion of positive behavioral support, which contributed to an improved academic performance and to behavioral changes among the students. There was an increase of one point in the academic performance and reduction of 27.8% of the emission of deviant behavior. Nevertheless, a teacher training program showed to be necessary for the teachers to learn how to handle adolescent behavioral problems. These results indicate that scientific research should be put at the service of education, especially in developing countries where lack of resources urges health and education policy makers to take into account findings which may impact a child's health and learning.