“Theory of mind” (ToM) refers to an individual’s ability to understand and attribute one’s and other people’s mental states, such as thoughts, intentions and beliefs (Baron-Cohen et al., 1985; Premack & Woodruff, 1978). ToM is part of the construct of social cognition, and empirical evidence has suggested ToM plays a vital role in children’s social development. The significance of ToM in children’s development has led researchers to examine individual differences in ToM and their implications (Hughes, 2011). Additionally, researchers have considered whether children who lagged behind in ToM can catch up with their peers, leading to the question as to whether ToM can be taught in school. From a socio-constructivism perspective, it may be helpful to teach ToM in school as teachers can provide scaffolding to children, hence reducing gaps in ToM development. This review will explore whether ToM could be and should be taught in school. The review argues that, given its social origin, ToM can be taught in school, and it should be incorporated in the curriculum instead of being introduced as an independent subject. However, ToM should be taught in school only if educators are aware of the practical issues in doing so. There might be a limited generalisability of the learning effect, an iatrogenic possible effect, and the sociocultural and pedagogical differences across societies in children’s ToM development.