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Traditional self-report questionnaires often demand high language comprehension and verbal expression. This work explores social robots as an alternative for wellbeing assessment while addressing the need for inclusive, appropriate, and ethically acceptable interaction designs. Candidate child–robot interaction activities were developed as design probes and evaluated via focus groups, yielding thematic considerations and ethical design 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combining speech and non-verbal interaction cues.",{"name":120,"@type":111,"acceptedAnswer":121},"What process did the authors use to develop inclusive robot interactions?",{"text":122,"@type":114},"The authors created candidate child–robot interaction activities as design probes and conducted focus groups with parents and professionals supporting children with DLD and forced migration 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Supporting Developmental Language Disorder and Forced Migration  \narXiv :2608 .03820v1 [ cs .RO] 4 Aug 2026  \nFethiye Irmak Dogan∗ Department of Computer Science & Technology, University of Cambridge Cambridge, UK [fid21@cam.ac.uk](fid21@cam.ac.uk)  \nEmma Geijer-Simpson  \nDepartment of Public Health and Caring Sciences, Uppsala University Uppsala, Sweden [emma.geijersimpson@uu.se](emma.geijersimpson@uu.se)  \nYue Lou∗ Department of Information Technology, Uppsala University Uppsala, Sweden [yue.lou@it.uu.se](yue.lou@it.uu.se)  \nGustaf Gredebäck  \nDepartment of Psychology, Uppsala University Uppsala, Sweden [gustaf.gredeback@psyk.uu.se](gustaf.gredeback@psyk.uu.se)  \nAlva Markelius  \nDepartment of Computer Science & Technology, University of Cambridge Cambridge, UK [ajkm4@cam.ac.uk](ajkm4@cam.ac.uk)  \nTamsin Jane Ford  \nDepartment of Psychiatry, University of Cambridge Cambridge, UK [tjf52@medschl.cam.ac.uk](tjf52@medschl.cam.ac.uk)  \nGinevra Castellano† Department of Information Technology, Uppsala University Uppsala, Sweden [ginevra.castellano@it.uu.se](ginevra.castellano@it.uu.se)  \nHatice Gunes† Department of Computer Science & Technology, University of Cambridge Cambridge, UK [hg410@cam.ac.uk](hg410@cam.ac.uk)  \nGeorgina Warner† Department of Public Health and Caring Sciences, Uppsala University Uppsala, Sweden [georgina.warner@uu.se](georgina.warner@uu.se)  \nJenny L. Gibson†  \nFaculty of Education, University of Cambridge  \nCambridge, UK [jlg53@cam.ac.uk](jlg53@cam.ac.uk)  \nAbstract  \nAssessing children’s wellbeing and mental health can be particularly challenging for children experiencing communication barriers, such as children with Developmental Language Disorder (DLD) and children with forced migration backgrounds. During the assessment process, traditional self-report questionnaires place substantial demands on language comprehension and verbal expression. In this context, social robots have emerged as a promising tool for supporting wellbeing assessment without solely relying on self-report questionnaires, yet limited research has examined how such interactions can be designed to be inclusive, appropriate, and ethically acceptable for children with diverse communication needs. To address this gap, we created candidate child–robot interaction activities as design probes and conducted focus groups with parents and professionals supporting children with DLD and children with forced migration backgrounds. Through thematic analysis, we identified considerations relating to robot role and capabilities, interactional dynamics, individual differences, and child agency, alongside  \n∗ Equal first authorship.†Equal senior authorship.  \nThis work is licensed under a Creative Commons Attribution 4 .0 International License.  \npopulation-specific considerations shaped by children’s communication needs and lived experiences. Based on these findings, we derive a set of ethical and inclusive design recommendations for robot-mediated wellbeing assessment. By foregrounding these considerations and recommendations, this work contributes design guidance for inclusive robot-mediated wellbeing assessments forchildren with diverse communication needs.  \nCCS Concepts  \n• Human-centered computing → Participatory design; Interaction design process and methods; • Computer systems organization → Robotics.  \nKeywords  \nChild-Robot Interaction, Wellbeing Assessment, Participatory Design, Developmental Language Disorder, Forced Migration  \n1 Introduction  \nChild wellbeing and mental health assessment targets identifying children’s strengths, needs, and early signs of difficulty, thereby informing timely educational, clinical, and psychosocial support [21, 30, 32] . Yet, because children’s wellbeing and mental health are multidimensional concepts, their assessment is inherently difficult and complex [18] . This complexity may be further compounded for  \nchildr","cbCainxtiXF2EyXC","https://ap.wps.com/l/cbCainxtiXF2EyXC","pdf",13941109,29,"English","# Introduction\n## Background and assessment challenges\n## Communication barriers and limitations of self-report\n## Rationale for social robots\n# Method (design probes and focus groups)\n# Findings and thematic considerations\n## Robot role and capabilities\n## Interaction dynamics, individual differences, and child agency\n# Ethical and inclusive design recommendations","[{\"question\":\"Why is wellbeing assessment challenging for children with DLD and forced migration backgrounds?\",\"answer\":\"These children often face communication barriers that make it hard to understand and express emotions and wellbeing needs through traditional assessment approaches, especially self-report questionnaires.\"},{\"question\":\"How does the paper propose using social robots in wellbeing assessment?\",\"answer\":\"Social robots are positioned as multimodal, interactive agents that can support wellbeing assessment without relying solely on children’s verbal self-report, by combining speech and non-verbal interaction cues.\"},{\"question\":\"What process did the authors use to develop inclusive robot interactions?\",\"answer\":\"The authors created candidate child–robot interaction activities as design probes and conducted focus groups with parents and professionals supporting children with DLD and forced migration backgrounds.\"}]","Designing Social Robots for Inclusive Child Wellbeing Assessment - Insights from Communities Supporting Developmental Language Disorder and Forced Migration | PDF",73]