<![CDATA[This study aims to analyze educational communication between Muslim and non-Muslim students at Sukma Bangsa Bireuen Senior High School and to identify factors that support harmonious communication within a religiously diverse school environment. This study employed a descriptive qualitative approach. Data were collected through observation, semi-structured interviews, and documentation. The participants consisted of non-Muslim students as the main informants, supported by Muslim students, teachers, and school management. Data were analyzed through data reduction, data presentation, and conclusion drawing, while source and technique triangulation were employed to ensure data validity. The findings show that educational communication between Muslim and non-Muslim students takes place openly, equally, and adaptively through classroom learning, group work, discussions, school activities, and everyday peer interactions. Harmonious communication is supported by equal access to education, freedom to practice religious beliefs, dialogic communication, teacher openness, and a school culture based on togetherness, Indonesian identity, and justice. From the perspective of Symbolic Interactionism, these processes can be understood through Mead's concepts of mind, self, and society. Mind is reflected in students' processes of giving meaning to religious differences through interactional experiences, self develops through experiences of acceptance and recognition of one's identity, while society is reflected in the values, rules, and school culture that shape patterns of interaction. The findings indicate that interreligious harmony is not only established through formal policies but also through consistent, inclusive, and everyday communication practices.]]>
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