School teachers devote time to facilitate learning as well as behavior management to produce an environment of positive learning. For the typically-developing youth, most behavioral management interventions are successful to deter problematic behaviors and conduct compliance. However, for youth who have conduct disorder, the usual behavioral management interventions have consistently failed. This article provides explanations of the etiology of conduct disorder via neuroscience as well as explanations of the aggressive interactions of youth with conduct disorder towards peers and school teachers as discerned by professionals who have worked with this population of youth.