Within schools, school counsellors are often delegated the responsibility for reporting child maltreatment. In this paper, we present findings of a rapid review of empirical studies investigating what is known about school counsellors' reporting of child maltreatment. Thematic categories identified include school counsellors' training, knowledge, factors influencing reporting, and reporting experiences. These themes appear to act independently, in overlap, or collectively as facilitators and barriers to school counsellors' effective reporting practices. The rapid review findings will guide future education and training initiatives to prepare school counsellors for their work in schools. Directions for future research are proposed.