Every year, approximately 2.4 million people experience a traumatic brain injury (TBI), and nearly half a million children receive emergency medical attention from hospital personnel due to a TBI in the United States (Centers for Disease Control, 2010; Coronado et al., 2014). It is imperative for key stakeholders, including school psychologists, to have the skills, knowledge, and resources to work with students following a TBI. However, the topic has received limited attention in school psychology journals. In this article, general psychoeducation on TBI is provided to contextualize the nature and extent of the injury on students' achievement and performance. Second, the results of a systematic review of the TBI-related publications in eight school psychology journals from January of 1985 to July of 2014 is presented to identify the trends in research and need for future research in the field.