This systematic literature review establishes evidence for the use of therapeutic interventions delivered by school and educational psychologists in school settings and the extent to which these emulate recent therapeutic practice guidance. Peer-reviewed, empirical studies within the 10-year period 2008-2017 (inclusive) describing recognized targeted and specialist therapeutic interventions were located via systematic searching. Findings revealed that studies included a range of individual and small group therapeutic interventions, involving diverse participants, foci, therapeutic modalities, and formats. Benchmarking against therapeutic practice guidance revealed differences in the quality of the therapeutic interventions. Implications for improving contracting, strengthening effective therapeutic practice and measuring impact are considered.