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School psychologists, counsellors and guidance officers are integral to supporting student wellbeing and academic outcomes in Australian schools. This systematic literature review examines their roles within the Multi-Tiered System of Supports (MTSS) framework. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, conducting searches in SCOPUS, Web of Science and Informit databases for peer-reviewed articles and grey literature published between 2003 and 2024. The inclusion criteria focussed on studies involving Australian school psychologists, counsellors and guidance officers, emphasising their roles, duties and professional practices. Of the 48 records identified, 11 studies met the criteria and were included in the synthesis. Findings indicate these professionals play diverse roles, encompassing whole-school prevention programmes, teacher training, individual and group interventions, psychoeducational assessments and crisis management. Despite their significant contributions, role ambiguity and systemic barriers, including workload imbalances and limited professional development opportunities, constrain their effectiveness. These challenges hinder alignment with MTSS principles and limit proactive interventions. This review underscores the need for clearer role definitions, systemic support and collaborative frameworks to enhance the capacity of these professionals in fostering equitable educational and mental health outcomes for Australian students.
Leslie et al. (Sun,) studied this question.