This chapter examines recent progress in understanding contextual risks for conduct problems, focusing on three central contexts for children's development: the family, the neighbourhood and the school. It focuses on risks for individual differences in conduct problems. As early as the preschool years, noncompliant child behaviours are associated with particular patterns of parenting and parent-child relationships. Many families of conduct-disordered children face high levels of social as well as interpersonal stressors. Recent evidence suggests that the effects of poverty and social disadvantage are most strongly associated with children's cognitive skills and educational achievements. The school constitutes a further important context for children's development. Criminological theories have long argued that academic failure, truancy and low bonding to school play a part in the genesis of delinquency, and school experiences constitute one obvious source of non-shared environmental effects on behavioural development.