Tourette syndrome (TS) is a neurological disorder characterized by motor and phonic tics that follow a fluctuating pattern of severity, intensity and frequency. TS is often associated with other conditions such as attention-deficit/hyperactivity disorder, obsessive-compulsive disorder and learning difficulties. This complex phenotype affects the academic performance and social adjustment of pupils with TS. However, little data are available on the role of school-based interventions. This paper reviews the educational interventions for TS and consolidates evidence on the fundamental role of school in the management of the behavioral and learning difficulties that pupils with TS experience. The study aims to investigate the educational repercussions of tics and associated conditions, to examine the educational interventions suggested for their management and to highlight the magnitude of the role of teachers, peers and parents. Moreover, it provides future directions for the improvement of school-based interventions along with suggestions for further research.