Abstract
School attendance difficulties among students with Special Educational Needs and
Disabilities (SEND) remain a significant challenge in the UK, exacerbated by post-pandemic
absenteeism. Telepresence robots (TPRs), such as the A V1, have emerged as a potential solution
to maintain educational access and social connection. However, UK-based empirical evidence
regarding their implementation remains limited. This study employed a multiple case study
design to explore the experiences of SEND students using the A V1 in mainstream secondary
schools and to identify factors facilitating or hindering effective use. Data from semi-structured
interviews with students, parents, and school staff were analyzed using reflexive thematic
analysis.
The findings indicate that while the A V1 can support educational access and a sense of
belonging, these outcomes are contingent upon complex relational and systemic factors rather
than the technology alone. Key facilitators included student characteristics, proactive teacher
engagement, and peer acceptance. Conversely, barriers included teacher hesitation, inconsistent
implementation, and resource constraints. This research extends existing literature by
demonstrating how technological interventions are mediated through school and family systems.
To support practitioners, an A V1 decision support guide was developed to facilitate reflective,
evidence-based decision-making within the UK SEND and attendance context.