Children experiencing parental alcohol misuse (PAM) may have poorer outcomes in adolescence and into adulthood, and there is increasing interest in the role that schools can play in supporting these children. This systematic literature review explores key features and outcomes of school-based interventions for children experiencing PAM. Following searches of key databases and reference harvesting, 11 studies were selected and analysed. Using a narrative synthesis approach, the review found that school-based interventions for children experiencing PAM were group-based, mostly delivered by external facilitators, and varied in their content and approach. Interventions generally included basic components of providing information, developing problem- and emotion-focused coping skills, and social and emotional support. Key outcomes for children included improved coping, self-esteem, communication, social skills, and school performance, and reduced symptoms of anxiety, depression, isolation, and loneliness. Research into school-based interventions for children experiencing PAM is limited, often dated, and typically located outside of the United Kingdom. Implications for practice in schools at the universal, targeted, and specialist support levels are discussed; as are possibilities for future research exploring how best to identify and intervene so that the most appropriate types of support can be offered to this population’s unique needs.