This chapter discusses the many ways in which schools influence human development with multiple levels of regulatory processes most directly related to the day-to-day interactions children have with their teachers. It describes each of the major contextual levels outlined in 1999 and also discusses how their associated processes can influence children's academic and social-emotional functioning. The chapter summarizes what people know about developmental changes in these contextual processes as children progress through different school types and how such contextual changes influence children's development. The next level of school contextual processes is most closely associated with the teacher. This chapter discusses three examples of processes at this level: teacher beliefs, instructional practices, and teacher-student relationships. The next level of influences is that of academic tracks or curriculum differentiation policies. Parent involvement in their child's schooling has consistently emerged as an important factor in promoting both academic achievement and socio-emotional well-being.