Telepresence robots (TPRs) have gained increased attention in education, yet most studies focus on single-case scenarios. There is growing recognition of the need to explore how TPRs can enhance inclusion and engagement within compulsory education, particularly for students who cannot attend school regularly. Although early research has identified positive attitudes towards TPRs, it also highlights a lack of research on multiple levels regarding what educational departments and practitioners experience and most urgently call for to support their day-to-day practice. Contributing with preliminary insights, we are conducting a pilot study across five Swedish municipalities, involving participants representing different educational system levels (teachers and administrators). Using a multi-case design, the study examines TPR usage in school, focusing on organisational, pedagogical, and technological dimensions. Our preliminary findings indicate that while TPRs can foster social and academic participation, schools often lack unified policies and established routines for effective integration; moreover, what is critically lacking is pedagogical instructions suitable for the different groups of students who participate through TPRs.