Social welfare interventions aim at the reduction of educational risks in the family and school situations for juveniles at risk of becoming delinquent. This study conducted a literature review to obtain an impression of crucial risk factors in the family, at school, and in the peer group. The primary risks were then interpreted within the framework of the social control theory. The model that resulted was empirically tested with a sample of juveniles living in The Hague and at risk for delinquency. The educational social control model explained 52 percent of the variance in delinquency. Detailed analysis of the various risks indicates that the delinquency of peers has a major role in delinquency development. School problems, association with delinquent peers, and delinquency itself are, however, largely reducible to problems of educational background. Major roles are played by poor supervision and unresolvable family conflict. Attachment deficits and nondemocratic child-rearing practices play a part in the association with delinquent peers. At the level of formal education, motivational problems along with nondemocratic teaching styles proved to be the major determinants of delinquency. Based on the findings, this study concludes that delinquency prevention by means of social welfare intervention can be a sound policy measure. 3 figures and 35 references