Executive functions (EF) develop very early in a child's life, and last well into adulthood. A growing body of evidence points to a link between executive dysfunction and difficulties at school, behavioral disorders and pro-social skills. These factors lead some young people into a situation of school and/or family breakdown, resulting in compulsory placement in an attempt to stop them in their destructive spiral of developmentally dangerous behavior. Neuropsychology shows that the genetic and epigenetic context plays a major role in brain construction and in the imprints that shape our reaction to stressful situations and the resulting automatic physiological and psychological responses. Accumulated stress loads weaken the body's natural responses to stress, and the stress load becomes chronic and toxic for brain development. This load is accentuated by placement under stress in a new life context.