Observations were conducted to identify student behaviors that relate to students' functioning, defined first as social status within the group, and second as behavior problems perceived by the teacher. Fifty-four fifth grade boys and girls, from seven classrooms that were organized into two units, were observed over a 10-week period during both informal and formal school periods. The results indicated that both sex and setting contributed to the strength of the relationship between student behavior and both measures of social functioning. Peer approaches were related consistently to social status in one setting for both boys and girls, but only for girls in the other setting. While problem behaviors related to teacher ratings of girls in one setting, aggression was the predictor of teacher ratings of boys in the same setting. The implications of the results for monitoring a student's social growth within classrooms are discussed. (Author)