Assessing the longitudinal development of student`s problem behaviour can pose difficulties for researchers, as elaborate diagnostic measurement tools are required. For this purpose, we developed and evaluated the “Fribourg Self- and Peer-Report Scales – School Problem Behaviour” (FSP-S). The FSP-S extend the “Fribourg Self- and Peer-Report Scales – Antisocial Behaviour” (FSP-A; Müller, submitted) in terms of assessing the frequency of specific school-related behavioural problems within the last 14 days. Adolescents provide information in the form of self- and peer-reports. Further, attitudes towards school-related problem behaviour are assessed by ratings of the “coolness” of such behaviours. In this study the FSP-S were evaluated with n=627 7th- to 9th-graders. Across all scales there was found a one-factor-structure. Internal consistencies (a=.84 - .90) and item discriminations (rit=.42 - .63) were satisfying. The behavioural spectrum of the FSP-S was significantly more prevalent within the sample than the one assessed with the FSP-A. The potentials of using the FSP-S in longitudinal research projects are discussed.