You’ve got a friend in me
Data from MissingSchool’s parent/carer interviews highlights the impact of peer relationships in supporting students with extended absences from school. Through telepresence technology and other connection methods, these students maintain their social ties, fostering a sense of inclusion and empathy among their peers.
Key Points:
- Strong Peer Support Networks: The ability for students to remain telepresent in class and social catch-ups ensures they are not forgotten by their peers, maintaining crucial friendships and support systems.
“It wasn’t just the adults in the school, he had a really, really strong peer support network. So, the fact that he was telepresent in the classroom, the fact that they were able to actually do social catch-ups, meant that the school didn’t forget him. The children in the school were reminded that constantly he was there, and that he would be returning to the school. So, it was maintaining the relationships that I think was probably the best.”
“And when her friends were in the classroom, they were very supportive. If her girlfriends were in the room, they would sort of take care of the robot and make sure that [Student] was involved.”
- Regular Social Interaction: Consistent online social catch-ups, such as lunch breaks, enable students to enjoy social connections, which in turn improves their mental health and overall happiness.
“[Student] and his peers enjoy lunch time social catchup twice a week. They chat and play and share news. The children are excited to be included and [Student] is becoming more social and happy in himself. This flows over to better mental health ie laughing more, interested in activities, etc off line.”
“It’s actually a motivator for the other young people in the room. It increases their engagement.”
- Increased Compassion and Understanding: Students in the classroom gain insight into the challenges faced by their absent peers, leading to more empathy and support when the student returns to school.
“because it explained to the children in the class why she’s been away it and it made it all real for them. Then they were really excited to have her back rather than her just appearing out of the blue.”
“And I think it did help them to be much more compassionate towards her when she does turn up, they’re like, “Wow, she’s being so brave. Let’s be supportive here.””
“And so it affected our kids for the better, in so many ways, because they’ve missed this boy. He vanished out of their life, and now we had him back.”
“And it made the kids, again, much more empathetic because suddenly they’d been working from home for three weeks so they knew that it was lonely and they knew that it wasn’t as good, and so therefore they were much more … well, they were always excited, but they were really excited to see [Student] and things like that.
“I think it connected the kids to [Student] better, particularly in his class. The school were very kind and compassionate, but it made those kids in the class even more compassionate. And they could see his progress or lack of.
- Enhanced Classroom Engagement: The telepresence technology creates a novel and engaging experience for classmates, who often actively participate in caring for the robot or the telepresent student.
“it was a really great novelty for both herself and her peers. So the peers were really excited to help manoeuvre, well, see the robot manoeuvring around the room, and they got really excited when the robot was on, which made my daughter excited from home that she had some control over that as well. So it had a really great social aspect, particularly with our experience with my daughter and her peers.”
- Positive Peer Attitudes and Behavioural Shifts: Classmates become more thoughtful, selfless, and inclusive, sometimes even opting to spend their breaks interacting with the telepresent student.
“There were also responses from other parents – that they had heard about [Student and the robot] and the positives that their kids were taking home – the it was teaching them so much about how our interactions with others can make their day – make them thoughtful and selfless and trying their best to include/cheer someone up, even when it was difficult for them. Some students even decided to stay in the classroom and chat – and at that age – they are still quite egocentric – it’s a big thing!”
“There’s all these kids that used to bully him, he’s now playing with and talking to, but I think … I don’t know if he became this celebrity at school and all of a sudden they all wanted to know him and they were all sending him their wishes, and the next thing, he comes back to school and they’re all wanting to be his friend, and it was a bit of a weird turn around.”
- Improved Wellbeing and Inclusivity: Students return to school feeling more socially connected, often experiencing a shift from being isolated to being welcomed as a friend, which significantly boosts their self-esteem and peer acceptance.
“Particularly, when she had missed so much school, it was a bit of a novelty for the class,. It brought them into being engaged with [Student] . Everybody sees someone on a computer screen with Zoom classes, but having that robot made it a bit more personalised. It set her apart from regular screen time. The students made the association of [Student] and the robot, she was represented in the classroom.”
“His four walls dissolve away. He’s no longer the first ever robotic telepresence student at his school. He’s just a young student sitting right there beside his friends, brainstorming on a research PowerPoint to present to class. His mates can’t stop grinning at him. They remember the [Student] before – the goofy one, the one with the safest hands ‘in goal’ and who played piano fast and furious. I can tell they “get” how big this is for [Student] and they just feel great being a part of it. It’s probably the best thing they learned at school that day – maybe all year. They learnt how empathy and inclusivity is like the tide, lifting all ships.”
Why It Matters:
Maintaining connections with peers plays a critical role in the wellbeing of students who miss school due to health issues. These connections not only provide emotional support and a sense of normalcy to the absent student but also promote empathy and inclusivity within the entire classroom. Through consistent interaction, all students benefit by learning the value of compassion, inclusivity, and understanding, ultimately contributing to a more supportive school community.
