Young people with long-term conditions (LTCs) often experience prolonged school absences. School absenteeism can adversely affect home or hospital-bound (HHB) young people's wellbeing and subsequent re-entry to school. Social connectedness through technology, especially for young people, is a burgeoning area of international research. However, connectedness through technology for HHB young people only recently gained traction. Using an integrative literature synthesis methodology, we examine the literature on connectedness through technological initiatives for HHB young people with LTCs. Results indicate potential for virtual-inclusion initiatives to enable academic and social connections but highlight the invisibility of HHB young people with LTCs in inclusive education policies. We argue that support for virtual initiatives and increased visibility of HHB young people with LTCs in inclusive education policies will enhance classroom belonging and disrupt experiences of isolation resulting in social and academic benefits.