Accidents happen. Children become ill, injured, or experience unexpected setbacks that prevent them from attending school. However, their education should not be stalled due to circumstances beyond their control.
For kids, school is more than lessons, it is also where they build friendships, confidence, and a sense of belonging. Long absences have a far-reaching impact on them, beyond attendance. This is the problem telepresence companies like No Isolation aim to solve. When students cannot be physically present, technology steps in. Through its AV1 telepresence robot, No Isolation helps sick children attend school remotely, stay connected to classmates, and remain part of everyday classroom life.
The company’s (No Isolation) most popular and recognized device is the “AV1”—a telepresence robot. It is a small, mobile wheeled robot equipped with a screen, microphone, and speaker.
The AV1 is designed to bridge the gap for children and young people who are unable to attend school due to long-term illness, anxiety, or physical limitations. It acts as a student’s avatar in the classroom. It allows them to see, hear, and speak with peers, hence reducing isolation.
The device is controlled through a tablet or smartphone; the student can rotate the robot 360 degrees and move it around. The student can move the robot around the classroom and interact with teachers and classmates.
The device offers the child a “physical presence,” even when they are physically absent. The robot is designed with a one-way camera that allows the student to see the class but cannot be seen by the class. It is lightweight and portable for use in diverse settings. This is beyond just a fancy video call or live-streamed lessons. With the AV1, students can raise questions, respond to group discussions, and even join projects in more ways than video links rarely allow.
Meanwhile, teachers can keep lessons running smoothly, with the robot integrated seamlessly into daily routines. Their presence does not disrupt learning activities. It is a tool designed to work with the classroom, not around it.
Chronic illness or surgery can keep a child home for weeks or even months. During that time, students risk falling behind academically and getting left behind by peers. They also risk losing social connections that are vital for emotional and cognitive development. Telepresence robots like the AV1 solve these problems by supporting both participation and connection.
With the AV1, students can:
For example, studies in Norway have shown that children using AV1 report feeling less isolated and more motivated to keep up with schoolwork. Teachers have also noticed improved engagement and fewer learning gaps compared with students who rely solely on video calls or independent study.
“One student, with AV1’s help, turned 100% school absence in the autumn in grade 2 into almost 100% school attendance in the spring. As a step towards the classroom, the student works in a group room, and a parent is present most of the day—but the student is in school!”
-Erik Helmersson, ICT Coordinator, Education Administration. Linköping municipality, Sweden, July 2022
Introducing telepresence robots is not just dropping a device in a classroom. It requires both training and careful planning. They need to:
Many schools usually start by renting the devices. This offers flexibility for temporary absences. Parents often collaborate with doctors to ensure their child can attend school remotely using a robot when necessary.
Although the cost of renting a school telepresence robot varies depending on the provider and duration, administrators see the value—not only for academics but for the child’s social and emotional well-being.
There is more to school than just tests, textbooks, and learning. Friendship, peer interactions, and classroom collaboration are all part of school and are also central to learning. For students isolated by illness, telepresence robots enable them to maintain relationships that are otherwise difficult to sustain. This ensures that every student feels connected and not in isolation.
Students who feel connected are more engaged, motivated, and likely to retain information. For children isolated by illness, telepresence robots create a bridge back to that world.
Teachers report that students using AV1 often participate more consistently in class discussion and group activities than those relying solely on video calls. Classmates are adapting too; they are getting used to seeing the robot as a familiar presence. This creates an inclusive environment where no student is left behind. This shows that technology can also serve as a tool for social inclusion.
No Isolation initially focused on children with chronic illnesses. But recently, schools have also begun to explore other applications. This technology is further applied to:
With remote classroom technology, schools can support a broader spectrum of students. This creates a more flexible and inclusive learning environment.
Telepresence robots show what is possible when technology is used thoughtfully.
These insights align with broader EdTech trends that emphasize adaptable learning, ensuring that no student is left behind.
The AV1 is designed with simplicity and safety in mind. It has a touchscreen display that shows the student’s face and a camera that allows them to see the classroom. They have built-in speakers and a microphone that enable two-way communication. Also, its compact design allows it to move easily between desks without disturbing the class.
For children in hospitals, the robot provides more than just education—it gives normalcy. They can join morning lessons, participate in group work, and even celebrate school events. Parents report seeing their children more confident and less anxious because they feel part of the community rather than observers.
Norwegian schools were early adopters of the AV1. Pilot programs showed measurable improvements in engagement and reduced absenteeism. Teachers said the robot’s presence caused minimal disruption, while students and parents noted renewed social interaction and academic continuity.
Even parents confirmed that their children who were socially disconnected regained friendships and school involvement. Health professionals highlighted that staying connected with peers supports emotional well-being, sometimes even aiding recovery by reducing stress and loneliness.
Telepresence robots are more than a temporary solution—they signal a shift in education philosophy. By prioritizing access to learning and social connection, technology enables schools to address the individual needs of students while maintaining a cohesive classroom environment.
The adoption of remote classroom technology hints that in the future, classrooms will accommodate both physical and virtual students seamlessly. As more schools invest in renting or purchasing robots, this approach could become the standard, ensuring that every child, regardless of circumstances, is not disconnected from school activities due to illness.
The potential of telepresence robots could go beyond illness. They could help:
Companies like No Isolation will likely continue to refine telepresence technology. As classrooms evolve, the role of telepresence robots is likely to expand, demonstrating how education systems can adapt to diverse student needs.
In conclusion, Education is more than content delivery. Emotional and social connection is just as important as the lessons, homework, or grades. Telepresence robots like the AV1 give students a real presence in the classroom, preserving friendships, participation, and confidence. By allowing children to attend school remotely, these robots make classrooms more inclusive and responsive to the students’ needs and conditions. They demonstrate how technology can bridge gaps in learning and social connection.
As schools embrace remote classroom technology, the future of inclusive education looks increasingly flexible and responsive to individual needs.