Interprofessional collaboration (IPC) is widely invoked as a means to enhance health and social care and improve educational opportunities of children’s learning and development. The call to mobilize professional resources and political power to develop new ways of working together is strong and part of a Comprehensive School Heath framework – familiar to health and physical educators, yet the strategies to achieve change and evidence that it improves outcomes for children is more illusive. In the first part of a two part literature review this article discuss the definition, importance and measurement of interprofessional outcomes in education settings and concludes with implication for IPC in policies committed to social change.