This systematic literature review explored how educational psychologists (EPs) use cognitive behavioural therapy (CBT) interventions within school settings, with whom and to what effect. The information available on the intervention design and delivery was benchmarked against Fuggle et al.'s framework that identified CBT competencies required for working with children and young people (CYP). Research into school-based CBT interventions involving EPs between 2013 and 2021 was systematically identified and assessed for quality using quantitative and qualitative frameworks. The aggregative analysis highlighted the heterogeneity of CBT interventions being used to support a range of outcomes. The heterogeneity of interventions made it difficult to draw decisive conclusions about the impact of CBT. Although intervention impact varied, overall a positive impact was observed particularly for CYP with anxiety. Benchmarking interventions against a CBT framework enabled competency profiling within EP practice, suggesting EPs could potentially work more collaboratively with school staff and parents. Implications for future research and practice are discussed.