Research conducted during the 2010s has shown that there is a secular norm in Swedish schools and that Muslim students' are negatively affected by this norm. This study investigates the experiences of upper secondary school students' regarding how religion is portrayed in the school environment, regardless of the students' religious affiliations. The religious groupings primarily used in the study are naturalists, private believers, organized religious individuals, and those who are uncertain about their beliefs. Identity theory and discourse theory have been employed to provide an understanding of how religion is represented, while identity theory also offers a perspective on the consequences of these discourses for the students.

 Qualitative surveys were used to collect data, which was subsequently analysed using a combination of an analytical table and thematic analysis. The results show that students' with a theistic belief feel uncomfortable discussing their faith in the school environment. This discomfort stems from a fear of being judged or receiving negative comments from other students. Among students who do not express a theistic belief, there is, in some cases, an awareness of a judgmental attitude towards certain religious beliefs. The participant's descriptions indicate that it is other students who create the insecurity, while teachers are portrayed as contributing to a safer environment.