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There is a strong connection between emotional and behavioral problems and academic outcomes across multiple domains for students with or atrisk of emotional and behavioral disorders (EBD). There is a growing body of research investigating this area within the field of special education. This article summarized findings from seven systematic reviews and five meta-analyses focused on academic, curricular, and instructional interventions for students with or at-risk for EBD. The reviews specifically focused on the domains of reading, writing, math, and content area instruction. A total of 3,366 students with or at-risk for EBD in grades K-12 were participants across all 12 reviews. Implications are provided for improving applied practice for students with or at-risk of EBD.