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This quantitative, questionnaire-based study examines the extent to which social studies teachers for grades 7–9 in Swedish schools address the religions of Sweden’s national minorities, as well as the ways in which these are incorporated within the interpretive scope afforded by the core content of the national curriculum for religious education. Data were.collected through a digital survey distributed via various online forums for teachers, yielding 46 responses from educators across Sweden.

To further explore and deepen the understanding of the study’s aim and research questions, three semi-structured interviews were also conducted with teachers based in northern Sweden. The findings indicate that many teachers tend to highlight Judaism as a minority religion in Sweden, often in conjunction with teaching about Judaism as one of the world religions. Some respondents reported including Sámi religious traditions, particularly within discussions of so-called “nature religions” and secular belief systems, while a smaller number of teachers reported incorporating aspects of Romani religiosity into their instruction.

The results further suggest that this curricular content is often deprioritised due to time constraints rather than a lack of knowledge or interest. Moreover, the perceived relevance of teaching about the religions of national minorities appears to vary regionally. While some teachers noted that their students seldom or never encounter individuals belonging to these minority groups in their daily lives, others viewed national minorities as an integral part of their students’ local communities and lived experiences. Finally, the study indicates that teachers’ personal connections to members of Sweden’s national minorities may enhance both the perceived relevance of, and engagement with, the topic in their teaching practice.