Conduct disorder (CD) is a pattern of repeated aggression toward others, disregard for the rights of others, and behaviors that violate major social norms at home, in school, and even in society at large (American Psychiatric Association [APA], 2013). Falling under the umbrella of "conduct problems" along with oppositional defiant disorder (ODD), a diagnosis of CD is associated with impairment in a spectrum of adjustment problems that persist across the lifespan (Kimonis et al., 2014). In children and adolescents, CD is among some of the most commonly diagnosed disorders and is generally understood to be more prevalent in boys (Kimonis et al., 2014; Moore et al., 2017). While there is a wealth of research on CD in general, there remains a significant gap concerning CD in girls. There are crucial differences in the various associated risk factors, symptom presentations, and outcomes in this specific population. This article examines the associations between biological and environmental contributions to the role of school psychologists as mental health providers.