This essay explores how RE teachers in Swedish schools address and navigate religious diversity in the classroom. The study focuses on the challenges and opportunities teachers encounter, the strategies they employ, and the support they need to better manage religious diversity. Using a qualitative method, semi-structured interviews lasting 45–60 minutes were conducted with five RE teachers working at five different schools in Sweden.

The findings of the study reveal that teachers face numerous challenges related to students’ polarized opinions and attitudes, as well as strong views on sensitive topics such as LGBTQIA+ issues, antisemitism, and abortion. The dominance of the secular norm versus students’ strong religious beliefs is evident among the teachers. Factors such as time constrains and limited resources further complicate teachers’ efforts to handle religious diversity. Despite these challenges, teachers perceive religious diversity as an asset that enriches discussions, broadens perspectives, and prepares students for a life in a pluralistic society.

Teachers use various strategies to manage religious diversity: working proactively, creating safe classroom environments, and establishing clear rules and guidelines to encourage students to share their experiences, exchange perspectives, and enhance their learning. However, the teachers express a need for additional training, resources, support from the school management, and collegial support to effectively handle religious diversity.

This study, theoretically grounded in intercultural pedagogy, contributes to research by providing a teachers’ perspective on the challenges and opportunities presented by the multireligious classroom.