The increasing number of non-religious pupils raises significant challenges for religious education (RE) in public education. The purpose of this chapter is to give an overview of recent developments and the current state of research to identify urgent issues that need to be addressed. Therefore, the chapter examines the experiences of non-religious pupils and evaluates integrative RE models in Norway and England. Empirical research indicates that non-religious pupils often find RE irrelevant or exclusive due to its predominant focus on religious traditions. The case studies highlight both the potential and limitations of integrative approaches. The findings suggest the need for conceptual clarity, improved teacher training, and a shift from additive models to frameworks that critically engage with religion and non-religion. Future research should further explore the diverse experiences of non-religious pupils and refine educational strategies accordingly.