“This technology is a new vector for sexual harassment and bullying, which were long-standing problems [before widespread use of AI]” says Laird, “and this has become a new way to exacerbate that.”
According to the report, 28% of teachers who use AI for many school-related tasks say their school experienced a large-scale data breach, compared to 18% of teachers who do not use AI or use it for only a few tasks.
Laird, who previously worked as a data privacy officer for the D.C. state education agency, says he believes the more data schools share with AI systems, the more at risk they are of a data breach.
“Artificial intelligence systems take in a lot of data and also throw out a lot of information,” he says. “That’s contributing to that connection.”
Teachers with higher levels of AI use in school were also more likely to report that an AI system they used in class was not working as intended.
These teachers were also more likely to report that the use of AI damaged community trust in schools. For example, Laird says schools frequently use AI-powered software to monitor activity on school-issued devices, in some cases leading to false alarms and even student arrests. She says this is especially concerning for students who can’t afford to have their own personal computers.
“So if you’re someone who has a personal device and doesn’t have to use a school-issued device, you basically have the luxury of keeping your documents and messages private,” Laird says.
Risks to student well-being
Students who attend schools that use AI heavily were also more likely to report that they or a friend had used AI for mental health support, for companionship, as a way to escape reality, and for a romantic relationship.
When students reported having conversations with AI systems for personal reasons rather than school work, 31% said they used a device or software provided by their school.
“I think students need to know that they’re not actually talking to a person. They’re talking to a tool, and those tools have known limitations,” Laird says. “Our research suggests that the AI literacy and training students receive is very basic.”
Laird says students and educators often don’t receive training or guidance to help them navigate the more complex challenges associated with technology.
For example, only 11% of teachers surveyed said they had received training on how to respond if they suspect a student’s use of AI is detrimental to their well-being.
Educators who frequently use AI were more likely to say that the technology improves their teaching, saves them time, and provides individualized learning for students, but students in schools where AI use is prevalent reported higher levels of concern about the technology, including that it makes them feel less connected to their teachers.
“What we heard from students is that while there may be value in this, it also comes with some negative consequences,” Laird says. “And if we want to reap the benefits of AI, we really need to pay attention to what students are telling us.”
