This article provides a knowledge base on how teacher isolation was investigated, conceptualised and reported in the literature. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, we extracted 23 relevant articles. Our analysis shows that 53 discrete elements, clustered into six dimensions, contribute to teacher isolation. In addition, two broad categories of strategies are implemented to support isolated teachers: school leader-led and teacher-led strategies. Furthermore, we have noted that the exploration of this construct is relatively limited in terms of research locale, aims and purpose. Our findings provide a more coherent conceptualisation of the construct. The multidimensionality of teacher isolation offers a better framework for understanding it and presents critical implications for practice and future research.