Background: This study aims to fill the existing knowledge gap concerning the potential of support tools to amplify child perspectives and foster a more person-centred approach to children’s care. Digital tools have been posited as advantageous in facilitating children’s participation, and norm-critical design perspectives hold promise in enhancing inclusiveness within such support tools. This involves counteracting adult-centric and biomedical norms. Such perspectives also entail a shift in emphasis from solely addressing individual barriers to critically examining prevailing structures and contextual norms. Methods: Acknowledging the influential role and power position of care professionals, our paper explores 11 professionals’ perceptions of how one digital support tool affected child participation in paediatric and social care meetings. Professionals’ narratives were analysed from a socio-technical perspective. Results: We found that different aspects of the tool’s design and materiality were perceived to improve the participatory conditions for some children but not all. In cases where professionals experienced that the tool facilitated participation, it was described how redistribution of control affected conversation topics, meeting dynamics, and involvement from guardians. Based on these experiences, professionals identified shortcomings in current approaches and practices. They expressed an increased openness toward new tools and proposed ideas for alternative ways of working. Implications: The results strengthen arguments about the importance of offering children different means of participation. We discuss what properties of the tool were perceived to facilitate instant participation, and also what implications such experiences may have for norm transformation in care contexts over time. The insights can help designers and care professionals aiming to nudge participation for children in care contexts.