This Campbell systematic review examines the effects of self-management interventions to address student behaviors and academic outcomes in schools. The review summarized and analyzed evidence from 75 single-case design studies and four group-design studies, of which three were experimental and one was quasi-experimental. School-based self-management interventions targeting students with challenging behaviors on average have positive effects across behavioral and academic outcomes. Results were found to be most impactful for African American students, and students receiving special education services. This review provides support for the use of school-based self-management interventions -- including self-assessment, self-monitoring, and self-evaluation practices -- for children with challenging behaviors. [This summary is based on "Self-management interventions for reducing challenging behaviors among school-age students: A systematic review" (EJ1336989).]