Study objective: We focused on the behavioral problems of a student causing disturbances in the classroom that interrupted teaching, leading to a possible change of school, from three perspectives. Design: AB design with probe. Setting: Simultaneous group situations, including class situations in a public junior high school. Participants: A student in the school participated in the present study, in which we attempted to promote adaptation to school. Also, all school personnel participated, including veteran teachers, students, parents, and school psychology consultants for changing schools. Intervention: During the intervention phase, we conducted a general school workshop, promoted the organization of the school supporting team, and conducted consultations with school participants, including homeroom teachers. We developed a common approach for the whole school, and maintained the school system. Measures: We evaluated deviating behaviors, question-asking behaviors, and changes in the class ranking of the student, and investigated the relationship between changes in homeroom teacher's supports of students and the changes in topics of consultation with parents. Results: The behavioral problems of the student were reduced, and school adaptation was promoted. The student's grades also improved. These changes were shown not only in the homeroom teacher's class, but also in other classes. Conclusions: Initiation of a school support team, as well as the cooperation and leadership of the principal and vice-principal, was followed by improvement of the student's behavior. The results of this study indicate the need to develop special support for education, as well as the need for educational administrators to initiate support programs for teachers. Future research will attemptto identify the cost-benefit of such programs.