The purpose of this paper is to sociologically examine the caring culture in free schools. In previous studies, free schools have been recognized as self-help groups for school non-attendees to reconstruct their negative self-narrative to an active one, a place where they can change the meaning of school refusal. Free school supporters are seen as significant others who help non-attendees in realizing these changes. But in fact the supporters do not just engage in such a narrative therapeutic care, but also conduct passing-care that avoids narrative construction. This paper suggests that these contrastive approaches to care are achieved by the cultural factor of the secret and the factor can cause the group to hold other people than school non-attendees.