This review aims to provide a current, systematic overview of research over the past decade in the context of school-related trauma-studies to understand research-related approaches of school-based trauma pedagogy. To address this question, a systematic review was conducted. A total of 443 articles was selected from four databases driven by inclusion and exclusion criteria, and examined regarding their bibliographic information, as well as a) original data collection, b) research methodology design, c) additional methodological details, d) journal affiliation, and e) institutional/disciplinary affiliation. The results are presented in the form of descriptive statistics and discussed in terms of implications for trauma-informed educational research. It became evident that none of the research methodological approaches appears to be dominant, although trends within the respective disciplines can be observed. A low number of integrative mixed-methods designs were identified, highlighting the need for integrative study designs to capture complex traumatic life stories. Limitations of the study as well as future perspectives are discussed.