Given the escalating challenges in children’s mental health and academic achievement in Iran, there is an increasing imperative to strengthen self-regulation skills as a vital competency for addressing behavioral and learning difficulties. This study aimed to systematically review the effectiveness of self-regulation skill training on psychosocial and educational outcomes in Iranian children. A systematic search was conducted across the SID, Magiran, Ensani, and Google Scholar databases for studies published between March 21, 2021, and March 20, 2026. The search utilized relevant keywords related to self-regulation training. Out of 117 Persian articles identified, 20 studies met the inclusion and exclusion criteria. These studies, involving researchers and specialists in child and adolescent development, were analyzed using content analysis methods. The findings indicated that self-regulation skill training significantly impacts four categories of outcomes: improvement in academic indices, such as achievement motivation and academic self-efficacy; enhancement of mental health, characterized by reduced symptoms of anxiety and depression; strengthening of neurocognitive functions, including working memory and attention; and reduction in impulsive behaviors and increased social adjustment. The results suggest that self-regulation training serves as an efficient, multidimensional intervention for enhancing children’s quality of life and functional performance. It is recommended that preschool educators, teachers, and school counselors integrate these skills into daily classroom activities and student interactions, rather than treating them as isolated subjects.