Through a Critical Interpretive Synthesis (CIS), this systematic literature review explores the role of the Educational Psychologist (EP) in relation to child protection and safeguarding as it has been conceptualised within the research base over time. Key databases were searched and a conceptual map, informed by experienced EPs, guided further purposive searching with a focus on conceptual saturation. 24 papers across multiple areas of child protection and safeguarding work were included. Drawing on wider debates, it is suggested that changing legislative and socio-political climates have resulted in a shift within the research base from 'thinking about doing' towards 'thinking about thinking', where a safeguarding agenda is prioritised and there is less focus on child protection. Implications for EPs' practice with children and families are considered, and further opportunities for research suggested.