The purpose of this study is to investigate the content selection and transformation processes utilised by upper primary teachers for pupils with problematic school absences in history and religious education. While previous research has approached the topic from either an individual perspective or a relational school perspective, this study adopts a subject-didactics approach. Based on nine teacher interviews, the analyses were conducted stepwise, initially inductively and then in relation to Wolfgang Klafki's framework, combined with established concepts from history education and religious education research. The content emphasized for pupils generally aligns closely with Klafki's assertions regarding what is essential, namely, content that aims to develop pupils' understanding of society, thereby becoming both subjectively and objectively meaningful. For pupils with problematic school absences, a pattern emerges where the subjectively meaningful, reflecting the pupil's interests, is emphasized more. The article discusses the risk that this may lead to limited opportunities for this group of pupils to broaden their perspectives and knowledge in order to understand and navigate in society.