The AV1 school robot is a unique communication aid that can be used in many ways and the legal framework to rely on therefore varies from case to case.

It can be about accessible learning environment, extra adaptations, special support, or special education. In this document, we answer frequently asked questions about AV1 and the Education Act in Sweden and give examples of different uses.

Not sure what AV1 is and how it works?

Before looking at the legal aspects, it is useful to understand the functions and purpose of the AV1. The AV1 school robot is a communication aid developed to promote attendance and social inclusion at school. AV1 enables a pupil to participate in lessons and/or social contexts from a different location when physical presence is not an option. The robot represents the student in the classroom and is controlled by the student via an app (on e.g. an iPad) from home, another room in the school, or another location such as the hospital or a library. See short introductory film here.

Is AV1 used in Swedish schools today?

The AV1 school robot has been in use in Sweden since 2017 and is currently used in around 150 Swedish municipalities. It is used in various ways to promote physical attendance, goal achievement and mental health among students who have difficulty succeeding in school. Here you can see video clips with statements from some of the municipalities working with AV1: Heby, Linköping, Högsby, Ovanåker.

Is AV1 a permanent solution for students who are at home?

No, on the contrary. All AV1 interventions are personalised, time-limited and evaluated at regular intervals. They aim to include, motivate and facilitate the return to regular neighbourhood education. AV1 is never a permanent solution and should be seen as one of several tools in the school and student health toolbox.

Can AV1 be used in distance learning?

No, it cannot. Distance learning is an extensive and intrusive intervention where students and teachers are separated in both time and space. AV1 only offers real-time communication and by definition cannot be used in distance learning.

What about distance learning?

The use of AV1 in the context of distance learning is usually not relevant. For example, distance learning refers to situations where students receive home language instruction via video call because there is no authorised teacher at their school. Pupils are in premises provided by the school and a tutor is present. AV1s can sometimes be used for this purpose, for example if a pupil is to receive higher-level teaching and attends classes taking place in a different school from their home school. However, the basic problem for many AV1 users is that they cannot be on school premises or have tutors present. See the section on additional adjustments, special support and special education below.

What does the Swedish National Agency for Education say about AV1?

The Swedish National Agency for Education has commissioned a research review on AV1, which is available on their website. Otherwise, the agency rarely makes statements about concrete aids, but usually refers to the Education Act and the principal's mandate to design action programmes and adaptations according to current regulations.

So, what legal support is there for using AV1 in schools?

AV1 can help schools fulfil their duty to provide the education and support to which all children in Sweden are entitled. Essentially, AV1 is used in the context of adaptations within the framework of regular education, as part of a special support programme, or in the context of special education. On the next page we go through the key legal considerations.

The right to education and the obligation to look after the best interests of the child

The UN Convention on the Rights of the Child is legally binding in Sweden and establishes the right to education as a fundamental human right (Article 2). Authorities are obliged to take measures to reduce the number of pupils who do not complete their schooling (Article 28), and when assessing how education should be adapted for children in special cases, the best interests of the child shall be a guiding principle (Article 3).

Chapter 3, section 2 of the Education Act states that all pupils must be given support, guidance and stimulation to enable them to develop as far as possible in accordance with the objectives of their education, based on their own circumstances. In all education and other activities concerning children, the best interests of the child shall be the starting point according to Chapter 1, Section 10 of the Education Act.

Extra adaptations

If it is feared that a pupil will not fulfil the grading criteria or criteria for assessment of knowledge that must be met as a minimum, the pupil must be given support as a matter of urgency in the form of extra adaptations within the regular teaching in accordance with Chapter 3, Section 5 of the Education Act.

Extra adjustments must be implemented and adapted to the pupil's individual needs, and the Education Act does not limit how this should be done. AV1 can be an appropriate tool in this context. For example, a pupil with impression sensitivity who risks missing important teaching can be given the opportunity to participate in classroom teaching from an adjoining room via AV1 during certain lessons.

Special support

If it is feared that a pupil, despite extra adaptations within regular teaching, will not achieve the necessary learning objectives, the head teacher must be notified in accordance with Chapter 3, Section 7 of the Education Act. When the principal is notified, he or she is obliged to investigate the need for special support and draw up an action programme in accordance with Chapter 3, Section 9.

There is no exhaustive regulation of what the special support should cover; on the contrary, the provisions have deliberately been formulated in general terms (see Prop. 2009/10:165, pp. 287-288). The key point is that the support should be adapted on the basis of the investigation carried out for the individual pupil, and it is the headteacher's responsibility to assess what type of special support is most appropriate (see Prop. 2019/20:127, p. 209).

AV1 can be an appropriate support measure for pupils in this context. For example, AV1 can be used as part of an attendance promotion intervention for a pupil at home to break isolation, strengthen relationships, de-dramatise anxiety-ridden environments, and help the pupil catch up with school work.

Special education

Special education under Chapter 24, Section 20 of the Education Act applies to situations where a pupil, due to illness or similar, cannot participate in regular school education for a longer period of time. In such cases, the teaching must be organised at home or in another suitable place. This education should, as far as possible, correspond to the education the pupil would have received if he/she had been healthy.

The AV1 is often a useful tool in this context: for example, a pupil with susceptibility to infection can use the AV1 to follow classroom teaching and keep in touch with classmates. This gives the pupil access to teaching that is very similar to what they would have received if they were healthy.

Do you have examples of common uses?

AV1 can be used in many situations. Below we have listed four common uses with examples and relevant legislation.

To enable the education and social inclusion of a child who, due to illness or other reasons, cannot participate in regular education.

The pupil can follow lessons from hospital or home, keeping in touch with school and classmates, and taking grades in important subjects.

Legal framework: If a pupil is unable to attend school for long periods of time due to illness or similar reasons, special education shall be organised at home or in another suitable place. This instruction shall, as far as possible, correspond to the instruction the pupil would have received if he/she had been healthy (Chapter 4, Sections 17-22 of the Education Act).

Examples: Long-term illness, relapsing illness, severe anxiety, hospitalisation, fatigue syndrome, susceptibility to infection

Gradual reintegration into the classroom after problematic school absence.

AV1 is used as one of several components of a time-limited intervention to break isolation, de-dramatise anxiety-ridden environments and situations, and help the student catch up with school work. The aim is to gradually increase the student's attendance, and improve goal fulfilment and mental health.

Legal basis: Special education under Chapter 4, Sections 17-22 of the Education Act may be relevant if the pupil's condition corresponds to the description ‘illness or similar’ and the main objective is to provide education. Otherwise, the principal may, within the framework of special support and in an action programme, decide on the use of AV1 (Chapter 3, Section 9 of the Education Act). The aim is then to support the pupil in the way and to the extent necessary to enable the pupil to fulfil the grading criteria or assessment of knowledge to be achieved (Chapter 3, Section 10 of the Education Act).

Examples: Problematic school absence, anxiety, depression, social challenges, NPF-related challenges

Accessible learning environment and extra adjustments at school.

For example, pupils who find it difficult to function in the classroom for a whole day can use AV1 to attend some lessons from another room in the school. This is often done to extend the school day for impressionable pupils and to prevent them from having problematic absences.

Legal basis: AV1 can be used in simple measures to make the learning environment in school more accessible. It can also involve extra adaptations according to Chapter 3, Section 5 of the Education Act: ‘If it is feared that a pupil will not fulfil the grading criteria or criteria for assessing knowledge that must be met as a minimum, the pupil shall be given support in the form of extra adaptations within the regular teaching.’

Examples: impressionability, ADHD/ADD, ASD, behavioural problems.

Enrichment and acceleration for students who need to take higher level courses.

For example, AV1 can be placed in a secondary school and allow a primary school pupil to attend higher level classes without having to physically leave their home school. This can contribute to better mental health and attendance, in addition to goal fulfilment.

Legal framework: Pupils who have difficulty reaching their goals should be stimulated and given the opportunity to progress further. The new rules that entered into force on 1 July 2024 clarify, among other things, that head teachers can allow a pupil in primary school to take upper secondary school courses and obtain higher level grades.

Examples: special needs, high achievers, home language teaching

‘What is the worst that can happen - and what is the best that can happen?

Sometimes it can be difficult to know whether AV1 is an appropriate tool for a student in a specific situation. In such cases, it is often a good idea to carry out a risk and impact assessment. This can be done in many ways, but a simple variant is to start from the best interests of the child (Chapter 1, Section 10 of the Education Act) and ask yourself three questions:

1. What is the worst that can happen?
2. is there anything I can do to reduce the risk of it happening?
3. with this in mind, does the risk outweigh the benefit to the child?

Do you have questions that were not answered in this document?

Do not hesitate to contact us at No Isolation if you have questions or concerns about AV1. We have templates for risk and impact assessments, PUB agreements and internal procedures, among other things.

This article was last updated on 10 December 2024.