The current issue consists of six articles illuminating the following subjects. Based on a qualitative analysis of an extensive data set collected during a 3-year-long-project, Linda Palla and Ann-Christine Vallberg-Roth demonstrate a shift in the identities of preschool teachers towards a more active teaching role. In his quantitative study, Lars Fonseca explores pupils’ social norms about cheating in school. Liselotte Eek-Karlsson, Mattias Lundin and Ann-Christin Torpsten illuminate how schools approach their task of upholding equality and counteracting discrimination. Exploring the conceptualization of digital competency in the Swedish curriculum for compulsory school, Anna-Lena Godhe, Petra Magnusson and Sylvana Sofkova Hashemi conclude digital competency is predominantly perceived as a tool. Hanna Thuresson and Ann Quennerstedt present a research synthesis of Swedish research from 2005 to 2018 on children’s and pupils’ influence and democratic participation in preschool and school. Finally, after having investigated in what ways relational competency is described in 142 different curricula for special education teacher training programmes in Sweden, Jonas Aspelin and Daniel Östlund conclude that relational competence is a neglected topic in these curricula.