A large body of research suggests that robots could indeed be useful for supporting children in learning handwriting. However, few studies have investigated the role and use of tangible robots in teaching handwriting to children with attention and/or visuo-motor coordination difficulties. Over the course of multiple iterations, globally involving 17 typically developed children and 12 children with attention and visio-motor coordination issues within one school and two different therapy centres, we have designed a robotic activity to teach the grapheme (shape) and the ductus (the way to draw) of cursive letters.