--- - |2 Abstract Robust evidence of the deleterious effects of poverty on children's academic achievement has generated considerable interest in the neural mechanisms underlying these associations. In studies of specific neurocognitive skills, researchers have found pronounced socioeconomic disparities in children's language and executive function (EF) skills. In this article, we review research linking socioeconomic factors (e.g., family income, parental education) with children's brain structure and function, focusing on the neural systems involved in language and EF. Then, we cover the potential mediators of these associations, developmental timing, and strategies for prevention and intervention. To complement research at the behavioral level, we conclude with recommendations for integrating measures of the developing brain into this ongoing work. - Child Development Perspectives, EarlyView.