We recognize the conceptual and technical challenges of orchestrating remote presence and determining spatial features within mixed reality educational contexts. We maintain that involving stakeholders, such as primary students in early stage development of 3D immersive video technology is important to provide guidance for further technical developments. In this paper we present two explorative sessions, which were held with 8 primary students to explore specifically spatial constraints and features in remote presence scenarios. We identified remote object interactions, filtering distractions, movement, and the distinction of augmented and extended spaces as research topics of relevance to future developments of mixed reality technologies in an educational setting.