Background and context: Coding and computational thinking are often taught through integrated curricula, despite a paucity of classroom-based research on their effectiveness. Objective: To investigate evidence of learning resulting from cross-curricular coding tasks in middle-school classrooms, and the school environment factors that impact upon this. Method: This scoping review synthesises recent empirical research on classroom-based integrated coding curricula in middle schools, and analyses the nature of student learning reported in the studies. Findings: By analysing the way computational thinking has been operationalised, we contend that it conceptually conflates a range of learning outcomes. The analysis also reveals that the quality of student learning is subject to teacher knowledge and pedagogy, which are in turn heavily influenced by factors from multiple levels of school ecosystems. Implications: Future research into integrated coding curricula should address specific outcomes in computer science, in the integrated subject, and general competencies, and consider school ecosystem factors.