This paper uses data from the National Child Development Study to study the long-term experiences of boys who display externalizing behavior problems. Analyses examine the transition from school to work by bringing together variables used in life-course analyses of the transition to adulthood (e.g., family background, individual ability, aspirations, school placements) with variables often employed in longitudinal studies of children with behavior problems (e.g., behavior problems, family difficulties, special educational services). A substantial amount of variance is accounted for by variables that are conventionally employed in life-course analyses. However, academic ability, parental aspirations, and private/grammar school placement have significantly smaller effects on some outcomes for boys who display externalizing behavior than for boys who do not display such behavior. The discussion emphasizes the importance of including both sets of factors when explaining the life-course experiences of boys who displayed externalizing behaviors.
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