Background: In the last decades, research has emphasized the role of student engagement in students' achievement, learning, health, and well-being. However, new, sound, up-to-date systematizations of literature are relevant in the face of the extention and diffusion of research on student engagement. Objective: To understand the main features - extent, conceptual approaches, methodological options, topics, variables, and suggestions for research and intervention - of multidimensional student engagement in school research, focusing on adolescence (10-19 years), and produced over the last decade (2011-2020). Method: Following Arksey and O'Malley's (2005) five-stage framework and PRISMA-ScR standards checklist (Tricco et al., 2018), a scoping review was conducted using eight bibliographic databases. Results:  From the initial selection of 849 studies, 135 were selected. Results pointed out an increase in the research both in quantity and geographic coverage; a strive for conceptual consistency despite terminological and conceptual diversity; prominence of the three dimensions approach, including a behavioral, emotional, and cognitive dimension; the empirical substantiation of the engagement critical importance for adolescents' school adjustment, thriving valuable outcomes and health; the key role of the relation with teachers and their support. Regarding research, different suggestions focused on design, methodological consistency, and the study of other variables. Regarding student engagement promotion studies stressed both wide school approaches and close attention to each context's realities, with special attention to supporting engagement in school of students facing specific challenges. Conclusions: Student engagement is an asset of the utmost relevance for adolescents thriving. Therefore, new and more thorough efforts are needed to understand and promote student engagement in school. The authors deepened these results and their discussion in a recent article (Carvalho & Veiga, in press).