Linköping: A Model of Swedish Excellence in Tackling School Non-Attendance

From Pilot to National Pioneer

Linköping, Sweden’s fifth largest city, is widely recognised for its progressive approach to education and inclusion. In 2022, the municipality piloted the AV1 classroom robot as part of a broader strategy to tackle school non-attendance.

What began as a small-scale initiative has since grown into one of Europe’s most ambitious deployments. Today, Linköping operates a fleet of 85 AV1 units, fully integrated into its system of early, preventive support. By offering flexible, low-threshold access to the classroom, AV1 ensures students remain connected to learning, even when traditional classroom participation isn't possible.

This innovation comes at a critical time. Under Swedish law, students with special support needs are entitled to tailored provision – yet many still struggle to meet academic milestones. In spring 2024, 16.3% of students – nearly 20,000 young people – did not qualify for upper secondary school. Despite a strong policy commitment to inclusive education, many municipalities face resource constraints, resulting in many students being taught in isolated classrooms or, in more severe cases, disengaging entirely.

In this context, AV1 represents a much-needed shift: a scalable, inclusive tool that fills critical gaps in traditional provision. By enabling earlier support within the school environment, AV1 helps prevent barriers to school participation from becoming entrenched.

AV1 in Practice: Addressing Immediate Needs

National estimates suggest that approximately 1.6% of all students in Sweden experience persistent school non-attendance – defined as being absent more than 50% of the time. This estimate is based on data gathered by the advocacy group Rätten till Utbildning (“The Right to Education”), based on absence records from over 40 municipalities and extrapolated to the national level. 

When applied to Linköping’s public school population – roughly 19,000 pupils across more than 70 schools – this 1.6% estimate suggests that more than 300 students may be experiencing persistent absence locally. These cases are commonly linked to illness, emotionally based school non-attendance (EBSNA), or complex support needs. 

Linköping’s journey with AV1 began in March 2022, with a pilot at the local hospital school, where the classroom robot was used to support students unable to attend their regular schools. The initiative was driven by growing concern around increased school non-attendance – particularly among students struggling after the COVID-19 pandemic. With pressure on resources and more students needing tailored support, the municipality identified an urgent need for flexible, accessible tools that could complement existing interventions and respond quickly to emerging needs. 

Early results of AV1 use were promising. After just one term, the pilot expanded by 15 units, bringing the total to 25. As Erik Helmersson, Lead Information and Communication Technology (ICT) Coordinator for grades 0–9, recalled:

“We saw immediately that they were really, really useful, so quickly we got a total of 25.”
– Erik Helmersson, ICT Coordinator, Linköping Municipality

What began as a small-scale trial soon became a core part of Linköping’s inclusive education strategy – supporting students with a range of needs, including:

• Students with long-term medical conditions requiring extended absences;
• Students experiencing EBSNA;
• Gifted students following advanced lessons while remaining enrolled at their local school; and
• Students in support groups, using AV1 to access mainstream lessons.

During the initial phase, around 70 students from 35 schools benefited from AV1. The overwhelmingly positive feedback from students, families, and teachers cemented AV1’s role as a key tool for inclusion.

The Team Behind the Impact

Linköping’s success with AV1 is powered by the formation of a dedicated, cross-functional “Central AV1 Team”, comprising of:

• A School Improvement Officer;
• A Child Psychiatrist; and
• A Lead ICT Coordinator (Erik Helmersson)

‍

‍

This multidisciplinary team works closely with school leaders, teachers, and student health services to identify students with the greatest needs, oversee AV1 deployments, and monitor impact over time. 

‍

A Structured, Dual-Path Deployment Model

Linköping’s success with AV1 is rooted not only in strong leadership, but in a clearly defined, collaborative deployment structure. The municipality uses a dual-structure strategy that balances central oversight with local autonomy – ensuring AV1 can be used both for high-priority interventions, and early, flexible support:

• A centrally managed fleet is allocated to students with sustained EBSNA-related challenges or long-term somatic illness. These units are overseen by the municipality's cross-functional AV1 team, which ensures consistent planning, prioritisation, and follow-up for students with complex needs.
• School-managed AV1 units are coordinated by an appointed AV1 coordinator at each school. This setup gives schools more flexibility to act quickly, assign support where needed, and serve multiple students over time – without requiring formal approval from the central team for each case. 

This structure ensures timely access to support, while adapting to different levels of need across the system.

Central Deployment Process

When a student is identified as a potential user of a centrally managed AV1 robot, the following steps are followed: 

1. Identification: A school flags a student who may benefit from AV1.
2. Application: The school principal submits a request via the municipality's internal system.
3. Review and Prioritisation: The AV1 Team reviews applications and assesses needs, handling any complex cases collaboratively.
4. Planning and Setup: A tailored integration plan is created, with clear roles and expectations.
5. On-site Introduction: A team member visits the school to support implementation and train relevant staff.
6. Ongoing Monitoring: The AV1 Team follows up regularly to evaluate use and outcomes.
7. Knowledge Sharing: Insights are shared across professional networks to support continuous improvement.
8. External Partnership: No Isolation provides ongoing onboarding, training, and usage monitoring to ensure consistency and best practice.

Local Coordination at School Level

For school-managed AV1 units, the process is school-led and designed for flexibility:

1. Coordinator Appointment: Each school principal designates an AV1 coordinator responsible for overseeing the use of the unit. 
2. Needs Assessment: The coordinator collaborates with the student health team and teachers to identify students who may benefit from AV1.
3. Flexible Allocation: The school determines how and when the AV1 is used – rotating it between students or adapting it for short-term support, as needed.
4. Rapid Response:  Without requiring central approval, schools can act swiftly to provide low-threshold support and prevent issues from escalating to persistent school non-attendance. 
5. Embedded Support: The AV1 coordinator ensures that pedagogical goals, follow-up, and reintegration planning are embedded in everyday school routines. 
6. Central Team Support: The municipality’s Central AV1 Team acts as a support function for local coordinators – providing guidance and regular training opportunities to help each school make the most of their AV1 unit. 

Proven Impact Across Schools

AV1 interventions in Linköping have shown strong results:

• 90% success rate among students with long-term medical conditions
• 60% success rate among students with EBSNA

Each case is assessed individually, based on the student’s goals and needs:

• For students with medical conditions: Success is measured by the student's ability to attend lessons via AV1 and maintain academic continuity.
• For students experiencing EBSNA: Success is defined more holistically – often based on teachers’ qualitative assessments of increased engagement, improved attitudes toward school, or a strengthened sense of connection.

These findings, based on internal evaluations conducted by the municipality, reflect broader patterns observed in AV1 use: students often show increased motivation, stronger social ties, and a renewed sense of belonging. Feedback from schools also highlights the robot’s role in restoring routines and reducing the stigma that can accompany prolonged absence. In many cases, AV1 has served as a vital bridge – helping students transition from isolation back into an active role in the classroom community. 

Students often describe AV1 as a lifeline – a way to stay part of classroom life even when they’re not physically present. For many, it helps rebuild confidence, routine, and a sense of belonging.

“Even if 50% of these [EBSNA] cases are successful, this means 25 children are reconnecting with their education and gaining a better long-term future thanks to AV1. The impact of that is truly immeasurable.”
– Erik Helmersson, ICT Coordinator, Linköping Municipality

A Stepwise Approach to Reintegration

In 2024, Linköping made a deliberate shift in its AV1 strategy – expanding its use beyond students already at home to those still attending school but at risk of prolonged absence. This shift in the target group marked a turning point: from reactive response to early, school-based support. 

To guide this approach, the municipality developed a six-stage reintegration model that enables early intervention, ensures continuity, and gradually rebuilds classroom participation – tailored to each student’s individual journey:

1. Groundwork for reintegration: Planning, coordination, and AV1 setup
2. Low-threshold introduction of AV1: Student begins  short, manageable remote lessons with AV1
3. Increased participation via AV1: Student joins multiple lessons remotely, establishing routine
4. Blended attendance model: A mix of in-person and AV1 participation – typically the most support-intensive phase
5. Minimal use of AV1 – nearing full reintegration: AV1 is used only occasionally as the student transitions back ‍
6. Full return to classroom participation: AV1 no longer needed – the student is reintegrated

‍

This model recognises that reintegration is rarely linear. Every step – however small – plays a role in restoring a student’s confidence, participation, and sense of belonging.

This foundational work helped pave the way for broader implementation in 2025. With the reintegration model well established, Linköping was able to prepare its entire school system for scaled, proactive use of AV1 – moving from individual success stories to a consistent, system-wide strategy.

“Since we began working with AV1, we’ve been able to break a negative trend in school non-attendance for a majority of the students who’ve used it. Now, we’re taking the next step by introducing AV1 at a preventive level – before absence becomes a problem.”
– Patrik Landström, Director of Education, Linköping Municipality

‍

From Crisis Response to Early, In-School Intervention

Building directly on the six-stage reintegration model introduced in 2024, Linköping entered a new phase in 2025: transforming AV1 from a targeted intervention into a standard tool embedded across the entire school system. The goal is clear – equip every municipal school with an AV1 unit to enable low-threshold, timely support for any student who might benefit.

This marks a shift from viewing AV1 as a specialised solution to recognising it as a core component of everyday student support – integrated into Sweden’s tiered framework and available for use within the school setting.

In practice, AV1 is now commonly used in quiet focus rooms for students who are not yet ready to return to full classroom participation. This setup provides both structure and psychological safety – allowing students to stay engaged without the pressure of being physically present in class.

“With this model, we can offer students both support and peace of mind, while still giving them access to what’s happening in the classroom. Students who need a break can bring their iPad to another room and attend class through AV1. A teacher or support staff can sit beside them – but the student remains connected to class, which is a key success factor.”
– Erik Helmersson, ICT Coordinator, Linköping Municipality

To reinforce this system-wide readiness, the municipality is deploying 60 additional AV1 units in spring 2025 – enough to ensure full school coverage. This expansion is supported by a clear pedagogical strategy, standardised processes, and ongoing guidance from the central AV1 team.

‍

The initiative builds on Sweden’s national tiered support framework (adapted from Specialpedagogiska skolmyndigheten (SPSM), or the Swedish National Agency for Special Needs Education and Schools. In this framework, interventions range from universal accessibility (Tier 1), to targeted support (Tier 2), and specialised measures (Tier 3). 

With AV1 integrated  at multiple levels, schools can act earlier, more flexibly, and more consistently. This tiered approach allows AV1 to be used in multiple contexts:

• As a preventive tool within schools, supporting students at risk of disengagement, those with SEND, or those with exceptional learning needs.
• As a reactive measure outside schools, assisting students dealing with long-term illness, mental health challenges, or entrenched absence.

This system-wide deployment ensures AV1 can be introduced before school absence becomes entrenched – reinforcing inclusion through timely, localised, and structured support.
‍

A Scalable Model for Europe’s Schools

Linköping’s large-scale AV1 rollout offers valuable lessons for other school systems across Europe. By embedding AV1 into everyday support structures, the municipality demonstrates how technology can proactively prevent school absence rather than merely respond to it.

“This strategic approach to addressing the societal issue of school non-attendance means that more children can access education, irrespective of their situation. By prioritising early intervention measures, Linköping is reinforcing its leadership in innovative student support – and we hope more municipalities in Europe will follow suit.”
– Morten Jørgensen, No Isolation CEO

No Isolation now partners with over 150 Swedish municipalities to implement centralised AV1 fleets – a growing national movement toward inclusion at scale. As more local authorities adopt early intervention strategies, AV1 is helping educators keep students connected to both learning and school life – before absence becomes persistent.

Linköping’s experience is proof that with the right  pedagogical structure, and cross-functional collaboration, municipalities can shift from reacting to school non attendance to preventing it altogether. 

The groundwork is in place – and the path is ready for others to follow.

‍

🎥 Watch this 2022 video to see how Linköping’s AV1 strategy was implemented in schools at the time – and hear directly from the people behind the work. (Video with English subtitles coming soon)

‍