Telepresence robots to reduce school absenteeism among children with cancer, neuromuscular diseases, or anxiety—the expectations of children and teachers: A qualitative study in Denmark

Abstract

Background: This study explores expectations for telepresence robots as a tool to reduce absence in education as school absence negatively influences children's academic advancement and psychosocial wellbeing. Design: A qualitative semi-structured interview study. Method and population: Using convenience sampling, we interviewed 11 children aged 8–17 years with cancer (n = 4), neuromuscular diseases (n = 3) or anxiety (n = 4) who had a high level of school absence (more than 15 days’ absence in a school year), and who had recently encountered a telepresence robot; and eight of their teachers. A thematical analysis and a deductive approach based on the theory of Technological frames were used. Results: The children's and teachers' expectations of how telepresence robots could support them in reducing their school absence were identified and structured in three categories and five main themes: 1) Nature of technology: a) Learning, b) Sociality, c) Additional supportive resources; 2) Technology strategy: a) Flexible school day; 3) Technology in use: a) New workflows. Conclusion: This study indicates that implementation requires additional resources from teachers. Children with disease-related school absence and their teachers expect telepresence robots to reconnect the children socially, by maintaining or creating new friendships, and academically, by fostering inclusion and reducing absence.

Keywords

• Children
• Disability
• School
• School absenteeism
• Telepresence robots
• Education