School absences: a robot in reinforcement in Japan

In a 4th year science course, around thirty 10 -year -old children are divided into small teams. The subject of the day: hibernation. Teacher Hiroaki Tamada first questions them about the winter habits of the nun mante. A few minutes later, the discussion will relate to the beetle. He writes several information on the board. So far everything is normal.

Suddenly, a small black and white robot about 1 meter in height, with barely visible small wheels, begins to walk discreetly and without making noise between the rows of offices. A screen occupies the place of the head. This is where the face of little Aïra Murakami appears.

Sick and immunosupprimaled, the girl is physically at home, but also in the class, through the robot.

The scene takes place in Kumanosho primary school in Kumamoto, a city of around 800,000 inhabitants located in southwest Japan.

Sota Yamazaki, friend of Aïra, naturally integrates his classmate into the discussion. He addresses the robot as if Aïra stood in front of him, hoping to obtain answers. I believe that the religious mantes eat a lot during the summer so as not to need to eat in winter. What do you think?he asks him.

The boy then asks Aïra if she wants to position the robot to be able, from home, see the video projected on the class screen and which relates to the ways of making animals to go through the winter.

Despite Sota’s help, the presence of the robot in class requires constant attention from the teacher of the 4th year class Misato Kan.

She suggests that he get closer to the other students, and she will finally help have the robot for the duration of the course.

Aïra wants to return to class, but it is his state of health that prevents him, explains the teacher. At least it is there virtual with the robot. […] But if there were more robots like her to manage, it would be more difficult for me!

At the end of the science class, the young Sota shares his impressions on the robot.

I found it weird at the start, it took me a few days to get used to it, but now it’s okay.

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In recent years, the number of pupils absent in a prolonged way has increased sharply in children and adolescents of Kumamoto. Between 2020 and 2023, it went from 1863 to 3,694 students.

The Ministry of Education observes the same trend in the rest of Japan. For example, the number of absent students was 299,000 in 2022, then climbed 346,000 in 2023. Records.

The causes of these absences are known and multiple: psychological problems, emotional issues, lack of discipline, illness, anxiety linked to infections.

The robot in the classroom is the most recent initiative in the Kumamoto City School Board and a first of its kind in Japan.

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In the office of the director of primary school Kumanosho, the assistant director Naomi Ide expresses her first downsides compared to the personal robot project.

We were worried that the students break the robot in class, she explains. Also, that children are distracted by the robot and, therefore, are less concentrated in class. We realized that with this measure, we also need more teachers, because one of them must take care of the robot.

Finally, the students did not damage the robot and they quickly got into the habit of rubbing shoulders with it in class. It is true that it takes more members of the school staff in support, but for Naomi Ide, this measure is worth it.

Since she was present in class, is Aïra happier? Of coursereplies the assistant director of the TAC to the TAC.

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For director Seiichiro Higuchi, it is urgent to act.

We now have a plan to counter school absences. The company has changed, times change. It’s not like before. We have to adapt, and robots can be part of the solution.

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It is in the city center that we meet Maki Yoshizato, head of support for students at the School Board of the City of Kumamoto. Small energetic woman, she walks a quick step towards the place of the interview. She explains the genesis of the personal robot in class.

First there was a big earthquake in Kumamoto, in 2016. Then, four years later, the Pandemic of Covid-19. So, long periods of containment over the years. After the earthquake, we provided a tablet with the students so that they can follow the online school program. It was the first step in our plan to counter absenteeism.

A robot to help students return to class

ENGINE MAI FIRSTAll terrain

Maki Yoshizato was part of the team that developed this plan. It includes psychological services, educational aid, as well as a twinning between a student and a university student to promote discussion.

The robot is, in my opinion, a adjoining solution between the school remotely, with the online courses, and the school in person. The robot promotes active participation in class. It is more effective than a tablet, but less than being on site. The idea is to have an option between the two.

Since September 2023, five young people have been able to benefit from the support of the personal robot in class. The school board has so far only two robots at its disposal. Maki Yoshizato explains that, to take advantage of it, students must first be selected.

Over time, we understood that there were two categories of students. For those who do not want to return to school, the robot is useless. They have no other choice than to show their face in class and to communicate orally with others. Anxious children could feel oppressed by the robot. But for injured or physically sick students, who are bored of their friends, the robot can really be useful. So we focus on students motivated by the school.

The project raises enthusiasm in the community, but also fears that the robot or even the tablet become crutches which prevent a return to school in person. On this point, Maki Yoshizato has matured his reflection well.

I realized that it is the lack of communication prolonged with the other children who return to the class of these students more difficult, she explains. The robot or tablet for online school helps the child absent to maintain communication with other students and the link with his reality.

During our meeting, Maki Yoshizato takes good care to weigh his words. If robots can help students deal with their problems, so much the better. Strictly speaking, this method can be implemented in other countries. But I know very well that I will not be able to save all the children with robots.

This report by Cathy Senay, of CBC, was made thanks to a scholarship from the Asia Pacific Foundation in Canada.