In this study we combine a qualitative exploration of several interconnecting themes, perceived by primary schools in Aruba that influence the development of children, with a quantitative exploration of these themes as perceived by the children themselves. By using different methods and different perspectives we will gain a more nuanced and richer picture of the needs of the children in the context of school. Based on the qualitative results, it appears that schools mainly refer to parenting and neighborhood problems, influencing well-being and problem behavior of the child. While trying to perform their pedagogical task sufficiently, they also struggle with financial limitations and language problems of the children and limited parental participation in school, The quantitative results show that individual and relational factors are the strongest predictors of well-being. Problem behavior is predicted by individual, peer, school, and neighborhood factors. While children indicate that neighborhood factors are somewhat less important for their own well-being, problem behavior is influenced by multiple social contexts. In addition to the meaning that schools give to the different social contexts around the child, children show that it is good to take these contexts into account in different ways. Reinforcing individual and relational factors appears to be important for increasing well-being, while involving behavior of friends and neighborhood experiences also appears to be important for reducing problem behavior.