Conduct disorder (CD) is a developmental disorder characterized by chronic rule-breaking, aggression, and disregard for the rights of others. CD is a leading cause of referral to mental health services and frequently leads to educational disruptions and psychosocial adjustment difficulties. Neuroscientific research documents impairments in brain structure and function associated with CD, making significant advances in understanding the complex etiology of CD. Yet, this neurobiological focus and emphasis on tight experimental control and replicability also risks neglecting sociological factors contributing to risk development as well as equity and fairness concerns and methodological biases. In this chapter, we first outline the neural correlates of CD and the multi-level sociological dimensions shaping CD. Then we offer some potential points of integration between the neuroscientific and sociological approaches to CD in children. Finally, we consider the blind spots in neurosciences regarding equity and bias and discuss opportunities to address such biases.