With advancements in communication technologies and internet connectivity, avatar robots for children who cannot attend school in person due to illness or disabilities have become more widespread. Introducing these technologies to the classroom aims to offer possibilities of social and educational inclusion. While implementation is still at an experimental level, several of these avatars have already been introduced as a marketable service. However, various obstacles impede widespread acceptance.  In the open access research article „Staying connected: implementing avatar robots at schools in Germany and Japan“, DIJ’s Celia Spoden and Arisa Ema (University of Tokyo) identify structural similarities and differences in both countries. Their study, published in Frontiers in Digital Health, suggests that avatar technologies bear high potential for children to stay socially and educationally connected.