AV1 in Modum Municipality: A model of excellence in inclusive learning

At Søndre Modum Lower Secondary School in Norway, community is more than a slogan. The school, with around 250 pupils, places great emphasis on ensuring that every child belongs - not just in their class, but within the whole school community.
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“We don’t say our class or our year group - we say our pupils,” explains Deputy Headteacher Vidar Moen.

The school reflects a diverse mix of pupils and families, and works purposefully to foster mastery and belonging for everyone. For some pupils, the AV1 robot is first and foremost a lifeline – helping them maintain friendships, routines, and their connection to school and learning. But for the schools, it’s also a solution with significant impact for a relatively small investment:

“AV1 saves considerable resources – it’s a fraction of the cost of one-to-one home tuition,” Vidar explains. 

This warm school culture, combined with strong focus on inclusion, shapes all of their attendance work. It’s about finding solutions that support the pupil while also respecting the school’s capacity and the frameworks they operate within. 

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From Pilot Project to Permanent Solution

When Modum Municipality was given the opportunity to test the AV1 classroom robot in 2018, Søndre Modum Lower Secondary School quickly took the initiative. With support from the Sparebank Foundation, the municipality received two robots and a one-year subscription for each, as part of a pilot project focused on youth, technology, and innovation.

The project soon grew, and today the municipality has seven robots shared between five primary schools and two lower secondary schools. Søndre Modum acts as a natural hub - a centre of expertise for how the robots are used in practice.

“Typically, the class teacher notifies school leadership when there’s a need. If it seems appropriate, I get involved,” explains Vidar, who, in addition to his deputy headteacher role, oversees the municipality’s overall AV1 scheme.

Once the need is confirmed and a robot is available, things move quickly. “We usually hold a start-up meeting with parents or guardians, the pupil, class teacher, and myself. We test how the robot looks from both sides - it’s reassuring for everyone. The meeting usually takes 30 to 45 minutes, and then we’re ready to go.”

After several years of experience, the system now runs smoothly. Consent and information routines are simple and transparent. “We send a message to parents via the school’x communication app to inform them that AV1 will be used in class. If anyone objects, they can contact us - but that’s never happened,” says Vidar.

Vidar coordinates the allocation of robots across the municipality and uses the AV1 Admin system to monitor usage.

“The statistics are the most useful part - how long it’s been since it was last used, how often it’s in use - when I’m assessing whether a pupil can continue. I think the admin side has really improved over time,” he adds.

“If there’s been no use for three weeks and I have someone on the waiting list, we collect the robot back. That’s never been an issue,” he says.

Today, the AV1 process practically runs itself. “I don’t spend many hours on AV1 over the course of a school year anymore. It’s smooth - as the students would say,” Vidar smiles.

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AV1 in Practice: Safety, Confidence, and Belonging

Søndre Modum Lower Secondary School is a school affiliated with MOT and Dembra, two programmes that promote key themes such as inclusion, the fight against racism, and democracy. 

The robot fits naturally within this work. For some pupils, AV1 has been a bridge - helping to rebuild confidence and connection during a difficult period.

“We had one pupil who was completely away from school for a while. They used AV1 part-time - partly in person, partly through the robot. Now they’re back in school full-time, and the robot sits in my office. That’s a real success story.”

Vidar believes the key to success lies in structure and planning: “I always say during kick-off meetings that routines are essential. The pupil has to get up, follow the class’ timetable - not lie in bed with the iPad. We need a plan for which lessons the pupil will attend via AV1 and which they won’t.”

For the pupils, AV1 is about maintaining their connection to school.

“It lets them be like a fly on the wall - following along, observing, staying in touch with both teacher and subject matter. The barrier to coming back becomes much lower,” Vidar explains.

He has also seen how vital this technology can be. “It affects me every time I tell the story of the last pupil we worked with. They’re ten years old, have cancer, and use the robot a lot - even in the car on the way to and from the hospital, an hour each way. That way, they can follow lessons even while travelling to chemotherapy. In cases like that, AV1 is an absolutely fantastic tool. There’s simply no alternative.”

Although many stories have happy endings, Vidar recognises that reality is rarely black and white. “We have one pupil we haven’t seen physically at school for over two years. They only use AV1. It’s a medical issue, and we haven’t made progress. But I don’t think they’d have attended school at all without the robot. They’ve gained academic input and social contact they otherwise wouldn’t have had. The overall result is positive, even if it’s not as optimal as we might wish.”

AV1 is never a goal in itself, but part of a broader framework. “It’s not the solution to everything - but it’s a very good aid for many who find themselves in a difficult situation,” says Vidar.

In the beginning, many teachers were unsure. “They wondered where to place the robot, how to charge it - some were worried it might suddenly turn on. There were even concerns that parents might sit at home and watch the lessons. Today, that’s no longer a topic. We’ve seen a really positive development,” Vidar explains.

He also believes AV1 has had an indirect effect on teachers. “The sense of guilt of teachers who have a pupil at home is reduced. They know the pupil still has a way to take part in the classroom. It eases that feeling of not being able to do enough.”

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A Simple Solution to Complex Challenges

Before AV1 became available, schools tried to tackle long-term absence by organising smaller groups, alternative meeting places - and sometimes home teaching. “All of that is incredibly resource-intensive,” says Vidar. “It might be a bit taboo to talk about money in such situations, but the impact is real. AV1 saves considerable resources, even though there are costs involved in purchasing and operating it. It’s only a fraction of what it would cost to send teachers for one-to-one tuition.”

He hasn’t done precise calculations, but believes the benefit is obvious: “Everyone in school leadership understands that the investment pays off quickly.”

After many years of experience, Vidar’s conclusion is clear:

“AV1 is a fantastic tool. It’s not the answer to everything, but it works for many. And for those who are hesitant about the technology, I’d say - yes, it’s advanced technology, but using it isn’t advanced at all.”

At Søndre Modum Lower Secondary School, AV1 has become more than a piece of technology - it’s an extension of the school’s values. Through structure, collaboration and warmth, they’ve created a system that ensures children and young people don’t lose their sense of belonging, even when life gets tough.

For Vidar, the work ultimately comes down to this: preserving connection, friendship, and learning - and giving pupils a sense of belonging and hope.