Schools Are Using AI, But Guidance Is Lacking
In a survey of parents and K–12 staff, more than half say students are using AI in their schoolwork. The most common uses are help with writing assignments and generating videos, images or presentations. Parents were more likely than staff to say that students also use AI for studying and test preparation. And nearly 7 in 10 staff members use AI sometimes or often in their own work.
However, there is a big disconnect: Most respondents said that while students have been told when to use AI, they aren’t always properly instructed on how to use it. In fact, half of the staff members surveyed said they don’t have enough time to properly train their students on effective use. That might mean students are asking chatbots for help with assignments, but don’t know how to tailor their prompts to get what they need out of it or make sure they’re not uploading sensitive or proprietary information into tools that train on that data.
Hanover recommends that schools counter this by establishing a “living” AI framework. By developing districtwide AI guidance and updating policies as tools evolve, they can guide students and staff on proper academic use, how to keep data private and which tools are approved. Within that framework, districts should also include clear data governance language and communicate those guardrails to all users.
District AI Policy Can Build Trust
While survey respondents agreed that AI could be a useful tool to support learning and streamline the background work of teaching, many also saw risks associated with its use. Just over half of parents and staff thought there were adequate safeguards in place to protect sensitive data, and about the same amount trust the insights AI generates. Staff also said that using AI could add unnecessary complexity to their work, rather than simplifying processes.
Perhaps part of the lack of trust is a misuse of the tools. For example, students can use AI to cull research and analyze data to support an argument for an essay. That data must always be verified through trustworthy academic sources, however, and students should not use AI to write the essay itself.
By prescribing how AI should and should not be used in classroom and work settings, districts can clear up confusion and ensure that users are meeting expectations and upholding academic integrity. Policies should remind users that AI is most effective when it’s used as a tool that enhances learning, rather than replacing teaching, learning or decision-making.
Teachers Want More Support With AI Implementation
AI tools can certainly herald innovation in K–12 schools. They can ensure students are engaged with instruction, provide backup support for busy IT teams and provide clarity around a complex assignment. But school staff say they need better training to feel truly confident with the tools. Nearly 7 in 10 staff respondents said they’d like more training and support specific to AI use; only 37% feel very comfortable showing students how to use AI for schoolwork.
Schools can mitigate this by making AI-focused professional learning an ongoing priority — not just touching on it once, but revisiting it throughout the year and adjusting training as AI tools evolve. Students can benefit from that training too, and lessons should be adjusted based on grade level and age-appropriate use.
READ MORE: Discover how intentional professional development helps ed tech succeed.
Districts should evaluate AI use regularly to assess needs and make adjustments to policy and training. Hanover even recommends that districts conduct an internal survey across schools to assess AI readiness, identify training priorities and support parents, students and educators as they navigate AI in the modern classroom.
