To conclude, Chapter 10 summarizes each chapter and presents implications and recommendations for key stakeholders in a discussion on religious bullying and religious literacy: students, educators (teachers and administrators), religious literacy course and curriculum developers, parents, community leaders, and employers, policy makers, and researchers. It presents an overarching review of the societal trends in Modesto and Montreal, their respective states and provinces, and countries. Then, it circles back to the beginning of this book that begins with Chan’s experience in her Greater Toronto Area (GTA) middle school classroom, informed by her personal experience and observations in the workplace. In doing so, the findings from this study are then related to the current situation for students and adults in the GTA, where religious discrimination remains high and may be increasing in some neighbourhoods. Despite the distinct conversations from each context, this final illustration highlights the context-specific nature of a discussion on religious bullying (for those who wish to understand and address it) and religious literacy (for those who wish to understand and implement it as one potential means to address religious bullying).