The dissertation explores how telepresence avatars reshape educational participation, belonging, and subjectivity for children and young people experiencing prolonged school absence due to illness, vulnerability, or marginalization. Moving beyond understandings of technology as a neutral tool, the study conceptualizes telepresence avatars as relational actors that actively participate in the production of presence, care, and social connection within educational environments. Drawing on a diffractive engagement with postphenomenology, poststructuralism, and posthumanist new materialism, the thesis investigates how agency and subjectivity emerge through entanglements between students, technologies, peers, teachers, and institutional practices. Based on ethnographically inspired fieldwork in schools using telepresence technologies, the project introduces the concept of percolated subjectivity to describe how subjectivity can temporarily saturate technological artefacts and socio-material relations. Across three interconnected papers, the thesis demonstrates how technologically mediated participation is fragile, negotiated, and deeply relational. Ultimately, the research argues that telepresence avatars are not simply assistive devices but catalysts for rethinking educational inclusion, presence, and care in increasingly technologized societies.