In this prospective study, we investigated the effects of socioenvironmental conditions on adjustment during early adolescence. Participants (N = 339) were assessed at the beginning of the school year and at follow-up approximately 7 months later. Both stressful events and social support made significant contributions to the prediction of psychological distress and conduct problems at follow-up, controlling for initial levels of adjustment in each of these areas. Conditions related to socioeconomic disadvantage predicted poorer academic performance and higher levels of absences and disciplinary problems at school. Youths who experienced multiple conditions of socioeconomic disadvantage were found to demonstrate heightened vulnerability to stressful events (daily hassles) as well as a greater potential to benefit from social support received from adults in the school setting.