<p>This scoping review aimed to identify the characteristics of the current literature examining school strategies to prevent challenging situations and support students with autism. This comprehensive review sought to synthesize findings from quantitative, qualitative, and mixed-method studies, using a convergent integrated approach. After several screening stages, 129 studies were included in the review and appraised for quality. Data were synthesized using deductive textural narrative synthesis. The analyses presented a comprehensive understanding of the characteristics of the studies and identified eight key strategies used in schools to prevent challenging situations. Few studies have explored the relationship between the learning environment and students in preventing challenging situations. Several research gaps were identified, including the need for follow-up and longitudinal studies, as well the necessity of grasping the experiences of students with autism.</p>