Increasingly, teachers and educators are being called upon to address and manage a range of challenging behaviors (e.g., aggressive and self-injurious conduct, motor restlessness, defiant and irritating attitudes, disruptive behaviors, etc.). This educational emergency appears to be widespread across all developmental ages and various areas of everyday life (home, school, sports activities, etc.).

This contribution outlines a pathway for understanding, analyzing, and intervening in so-called “problem behaviors” within educational and school settings. The phenomenon is examined through a psychoeducational lens, highlighting how such behaviors are not merely disruptive actions but signals to be interpreted within their functional and relational context.

Central to this approach is the application of functional analysis: a methodology that begins with the systematic observation of antecedents and consequences to identify the motivations sustaining the problematic behavior. This allows a shift from a superficial interpretation to a deeper understanding of the context and the dynamics involved.

The work emphasizes how teachers’ and practitioners’ implicit beliefs regarding the definition, causes, and management of behavior influence the strategies they adopt. Exploring these representations is a necessary step to foster change and professional awareness. Furthermore, it is stressed that it is not sufficient to intervene only with the individual student; it is also necessary to act on the broader context to ensure equity and participation.

A set of practical guidelines is also provided for the design, implementation, and evaluation of psychoeducational interventions. Particular attention is given to educational strategies, both positive, aimed at prevention, and negative, focused on managing consequences.

Both approaches require a systemic and collaborative framework that involves parents, teachers, educators, and other key stakeholders.

In conclusion, the text offers a practical and reflective guide for addressing problematic behaviors in a conscious and shared manner, promoting inclusive educational environments that support the well-being of all individuals involved.

Keywords: Problematic behaviors, functional analysis, prevention strategies, educational intervention.