The purpose of this study is to investigate how the social studies subject can be usedas a means to integrate immigrant students into the Swedish school and society, withfocus on how pedagogical methods and policies can be optimized to support saidstudents. The study is using the theoretical frameworks multicultural education andsocio-cultural integration to later on analyze the empirical evidence. Themethodology of the study is a litterature-based approach to analyze existing researchfindings and policy documents to understand current practices and their effectivenessin promoting integration. The findings highlight that while there are some robustpedagogical strategies such as differentiated and culturally responsive instruction,significant gaps remain in their consistent application in schools. The study highlightsimportant challenges such as language barriers, the relevance of curriculum andsubject content, and the effective integration and use of digital tools, which can oftenhinder immigrant students’ educational experiences. Based on the analysis, the studyshows that it is important to improve teacher training so that teachers get theknowledge and tools to manage a multicultural classroom, improve the integration ofdigital tools and access to those resources and develop clearer policies to have clearerguidelines regarding the school’s integration work