Since the COVID-19 pandemic, attendance difficulties have become an increasing concern for governments and schools internationally. Given that attendance difficulties are often underpinned by psychological and contextual factors, educational psychologists (EPs) are ideally placed to support schools to develop coordinated and informed responses to these difficulties. This systematic literature review investigates the characteristics of systemic school-based approaches for students experiencing attendance difficulties. Eight databases were searched between September 2020 and March 2021, with 12 papers included in the final investigative review. Systemic approaches facilitated by schools were characterised by proactive systems, a supportive school ethos, personalised intervention, and collaboration with families. Interventions informed by these characteristics showed promising outcomes relating to increased student attendance and engagement, however further research is needed. Implications for educational psychology and school practice are discussed.