Approximately 20% of students repeatedly display challenging classroom behaviors (e.g., off-task, disruptive behavior). Students exhibiting challenging classroom behaviors have difficulties achieving academic success and may indirectly harm the learning of classroom peers. Self-management interventions targeted a range of classroom behaviors (i.e., prosocial behaviors, on-task behaviors, disruptive behaviors, and following directions). 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. Self-management interventions targeted a range of classroom behaviors (i.e., prosocial behaviors, on-task behaviors, disruptive behaviors, and following directions). 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.