@article { , title = {“It’s important to think of Pepper as a teaching aid or resource external to the classroom”: A social robot in a school for autistic children}, abstract = {For a period of 3 weeks in June 2021, we embedded a social robot (Softbank Pepper) in a Special Educational Needs (SEN) school for autistic children. The robot’s behaviours and integration into the school were co-designed with the children and teachers, with a focus on improving the well-being of the pupils. Using a mix-method approach, we studied the robot’s adoption over the course of the study, and the impact of the robot’s presence on the children well-being and the school ecosystem. We found that the robot successfully integrated within the school; it fostered and maintained a steady level of interactions (330 interactions, 16h of continuous use over 3weeks) with a small yet meaningful group of children with a positive impact on their well-being; and it led to a nuanced conversation with the students and school staff about the role and impact of such a social technology in a SEN school.}, doi = {10.1007/s12369-022-00928-4}, eissn = {1875-4805}, issn = {1875-4791}, journal = {International Journal of Social Robotics}, publicationstatus = {In Press}, publisher = {Springer Verlag}, url = {https://uwe-repository.worktribe.com/output/10091175}, keyword = {Centre for Architecture and Built Environment Research, The WHO Collaborating Centre for Healthy Urban Environment, Social robotics, Responsible AI, Autism, Child–robot interaction, Participatory design, Well-being}, author = {Lemaignan, Séverin and Newbutt, Nigel and Rice, Louis and Daly, Joe} }