School refusal behavior is a psychosocial problem for students characterized by severe emotional distress and anxiety at the prospect of going to school, leading to difficulties in attending school and, in some cases, significant absences from school (Kahn, Nursten, & Carroll, 1981). In addition to severe emotional upset, researchers have differentiated school refusal from truancy in terms of two other features: children who exhibit school refusal behavior remain at home with their parents' knowledge, and they do not exhibit characteristics of conduct disorder (Elliot, 1999; Heyne, King, Tonge, & Cooper, 2001). The purpose of this review is to inform practice and policy by evaluating the effectiveness of interventions designed to increase school attendance and decrease anxiety for students who exhibit school refusal behavior. The following research questions guide this study: (1) Do interventions targeting school refusal behavior affect attendance? (2) Do interventions targeting school refusal behavior affect anxiety? and (3) Does the magnitude of effects differ between CBT interventions and non-CBT interventions?