All children starting school face a 'new world', not least refugee children. Religion may be strongly rooted in the family, with requirements for girls to wear a veil, boys to wear some form of headgear, prayers to be said continuously, certain foods not to be eaten, etc., which is very different from the secularized Swedish society. Own traditions may include reluctance to allow girls to attend school and, for example, participation in swimming or sex education may sometimes be perceived as unthinkable. What can the public sector, represented by a municipal school, demand of the child in the form of participation in teaching activities that seem unfamiliar, or to take part, for example, in Christmas celebrations and graduation ceremonies in the church? What can the child demand from the school in terms of special treatment to avoid attendance? How does the Education Act relate to e.g. the Instrument of Government, the European Convention on Human Rights, the EU Charter of Rights and the Convention on the Rights of the Child? How should the "best interests of the child" be understood in these contexts? For example, should the child be forced to learn to swim for his or her own good, or should the child's desire not to swim be prioritized? What is the exercise of one's own, or the parents', rights and freedoms or, on the contrary, impermissible deviations from the requirements of equal treatment and freedom from discrimination? We must dare to ask what integration is necessary for children to become established in Swedish society, but also how society should be adapted to a changing population, otherwise there is a risk that development will be characterized by anti-immigrant, nationalistic values.