<p>Functional communication training (FCT) is a widely used behavioral intervention for reducing challenging behavior for students with disabilities. As more students with disabilities are being served in educational settings, it is essential to understand and evaluate the evidence base of FCT in educational contexts. A clear synthesis of how FCT has been applied, by whom, under what conditions, and with what outcomes is needed to evaluate its evidence base and inform translational practice. This mega-review aggregated six systematic reviews and meta-analyses of FCT implemented in educational settings, following PRISMA guidelines. Data were extracted at the review level on participant characteristics (e.g., age, gender, race, disability), functional behavior assessment (FBA) methods and identified functions of behavior, interventionist roles, procedural components of FCT, methodological quality, and outcomes (behavioral change, communication, social validity), as well as documented recommendations. Findings revealed consistent positive effects of FCT on challenging behavior reduction, with variability in reported moderators (e.g., setting, communication modality, and implementer). Notable gaps included limited demographic reporting, overrepresentation of male participants, and variability in review rigor. Implications of this mega-review include the need for greater transparency in methodological reporting, inclusion of culturally responsive and demographically disaggregated data, and appropriate individualized modification of FBA and FCT implementation by natural change agents in educational settings to support generalization, maintenance, and equity.</p>