This scoping review aims to synthesise what is known about professional collaboration among schools, healthcare and social care for children with neurodevelopmental disorders. Papers (N = 29; discussions, theoretical, empirical; 2003–2022) were selected in early 2023 from seven databases and supplemented by manual search. The analysis was conducted using qualitative content analysis. The results revealed the forms, underpinning factors and benefits of collaboration. Collaboration was seen as important in assessment and interventions, evaluation, support planning, co-therapy, service coordination and school transitions, and when carrying out these, teamwork and consultation were seen as essential. Collaborative competencies, shared understanding and dialogic interactions were suggested to promote collaboration. The main challenges were professional competition, time shortage, legal constraints and difficulty in accessing information. This review suggests that there is a vital need for functional, professional collaboration in supporting children with neurodevelopmental disorders. This necessitates systemic changes, such as restructured organisations, active parental involvement, effective and open communication and collaborative competencies among professionals. Schools should play a central role in providing support through collaborative action.