What Does Generative AI Mean for the Children in Our Classrooms?

As generative AI becomes more integrated into the tools and platforms children use every day—from creative apps to homework helpers—it’s increasingly important to understand what this means for their learning, development, and wellbeing. A new report from The Alan Turing Institute, funded by the LEGO Group, explores exactly that.

"Understanding the Impacts of Generative AI Use on Children" draws on surveys of over 1,700 children, parents, carers and teachers, alongside in-depth workshops with children aged 9–11 in Scottish schools. This landmark study sheds light on how children are engaging with tools like ChatGPT and DALL-E, and offers important insights for anyone working with young people today.

Key Takeaways for Teachers

🔹 Children are already using generative AI: Nearly a quarter of 8–12 year olds have used tools like ChatGPT—often to explore creativity, find information, or for entertainment. Usage is notably higher among children with additional learning needs and those in private schools.

🔹 Teachers are cautiously optimistic: While 85% of teachers using generative AI feel it boosts their productivity, many are concerned about the impact on pupils’ critical thinking, creativity, and wellbeing. Over half have seen students submitting AI-generated work as their own.

🔹 Children’s voices matter: Workshops revealed that children are keen to engage in conversations about how AI is developed and used. They want generative AI to be safe, environmentally responsible, and more representative—particularly children from minoritised groups who felt excluded by current AI outputs.

🔹 Equity and access are a concern: The research highlights a clear digital divide between state and private schools, both in access to and confidence with generative AI. Children in state schools were far less likely to have used generative AI, pointing to a need for greater support and resourcing.

🔹 Opportunities to support learning: Both children and teachers see potential for generative AI to support pupils with additional learning needs. Used appropriately, these tools can help young people express themselves and access learning in new ways.

This research calls for a more child-centred approach to AI design, improved AI literacy in schools, and practical guidance for teachers and families alike. As educators, we have a vital role to play in supporting children to navigate these technologies safely and critically.

Access the full report through our National Policies and Reports Page.