School-going individuals with Autism Spectrum Disorder (ASD) face challenges in educational settings, including reduced academic performance, motor- and social skills. Embodied cognition (EC), which emphasises the significant role of the body in human cognition, encompasses aspects such as motor control, non-verbal communication, and memory. Within an educational context, engaging in EC improves academic performance and emotions in typically developing children. While a theoretical framework of EC in ASD is established, a gap remains in understanding its specific association with educational contexts for these individuals. The current rapid review aims to investigate the relationship between EC, well-being, and academic performances in school-aged autistic individuals. Building on Eigsti's (2013) review, current research provides theoretical insights into various aspects and implementations of EC in ASD within an educational setting. Findings suggest that EC implementations, which require physical actions from the body, show beneficial effects in ASD, but may be an obstacle because of dual-task challenges. These insights are valuable for practitioners and policymakers to develop and implement appropriate strategies in education for autistic individuals.