That the Swedish society looks different depending on the location is a fact and that in turn means different schools with different conditions and resources depending on the localization. We have in this study interviewed four teachers in a high-status school and four teachers at a low-status school in a municipality south of Stockholm. The purpose of our study is to find out how teachers / educators perceive children's physical and psychological safety in their workplaces, and if there is a difference between the schools in resource allocation. In order to answer our purpose of the study, we chose to interview teachers about how the school looks for the kids in order of enough resources such as books for all, enough facilities and competent and even skilled teachers. To take into account and consider people´s backgrounds, experiences, and cultural frames of reference is a way to interact within a respectful world, and as a good approach to educating children from all parts of the world and with all the different mental and physical difficulties. The two schools in our study show lack of resources but of different kinds. The low-status school is located in a segregated area, a segregation that consists of multiculturalism, adults with little or no education at all and high unemployment. The high-status school is the opposite; it consists of highly educated parents who have good relationships with their children. The parent’s backgrounds are important in several ways for the children’s schooling. We concluded that an intercultural perspective is and should be the fundamental respect in cultural meetings with other people.