This paper examines the nature of student conduct disorders, including both the origin and treatment of such disorders. In Part I, distinguishing characteristics of the syndrome are discussed and issues related to philosophy, definition, and delivery of services are considered. Two major subcategories of conduct disorder, socialized and undersocialized, are recognized. All forms are seen to pose a serious risk to students' socialization, education, future employment, and overall life adjustment. Part II focuses on major person-environmental factors that may be causally related to conduct disorders, considers the role of peers and the school, and explores obstacles to implementing educational best practices (such as absence of clear criteria for assessment, the frequent overlap of various problematic conditions, and cost). Promising programs for dealing with these problems and emerging approaches to successful treatment are described. These include implementing continuous, data-based assessment; targeting antisocial behaviors in the real world; and focusing on academic or social survival skills. Studies on program effectiveness are briefly summarized. It is stressed that successful intervention requires coordination among various involved agencies and early identification and intervention. (91 references) (DB)