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

BackgroundThis 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. DesignA qualitative semi-structured interview study. Method and populationUsing 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. ResultsThe 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. ConclusionThis 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.