A growing number of US parents and child development experts are raising concerns about the use of artificial intelligence in schools, arguing that there is little evidence it helps children and that it may harm cognitive development. The movement has gained momentum from coast to coast, with petitions, moratorium calls, and public letters urging school districts to slow down or halt AI adoption.
Brooklyn Parent Sparks Movement
In October, Kelly Clancy’s son received a sixth-grade assignment at a Brooklyn middle school to create a science experiment and then ask Google Gemini, an AI chatbot, for feedback. Clancy, an academic editor and mother of three in New York City public schools, objected, telling the teacher that the bot “is something that just teaches kids that they can have machines do the thinking for them” instead of encouraging collaboration and critical thinking. She founded Parents for AI Caution in Educational Spaces, a group pushing the city to institute a two-year moratorium on AI use in its public schools.
Nationwide Parental Backlash
In Bend, Oregon, more than 1,100 parents signed a petition in February urging the Bend-La Pine Schools district to remove generative AI from students’ devices. In April, Fairplay, a national children’s advocacy group, called for a five-year moratorium on “student-facing generative AI products” from preschool through 12th grade. The concerns reflect a broader unease that tech companies are driving educational decisions at the expense of teacher autonomy and student well-being.
“There is this overwhelming sense that ed tech companies are deciding what kids learn, and teachers are just being put into this position of tech support instead of driving the decisions about what is best for kids in terms of learning,” Clancy said.
Industry and Government Push
Despite these concerns, major tech companies and the Trump administration have actively promoted AI in classrooms. In March, Melania Trump convened a White House summit on educational technology, walking into a room alongside a robot and advocating for a “humanoid educator named ‘Plato’.” Microsoft, OpenAI, and Anthropic have provided millions of dollars for AI training to the American Federation of Teachers, the country’s second-largest teachers’ union, according to the Associated Press.
MagicSchool, an AI platform for education, has contracts with districts in Atlanta, Denver, New York City, and Seattle, offering tools like a character chatbot and writing feedback. The company stated that educators are using its tools to “strengthen engagement, differentiation and instructional efficiency while maintaining strong instructional practices and community trust.” Amanda Bickerstaff, CEO of AI for Education, which provides AI literacy training, argued that generative AI can help students understand complex topics by providing relatable correlates.
Neuroscientific and Academic Evidence
However, neuroscience and education experts warn that AI can cause “cognitive off-loading,” where students rely on external aids instead of engaging in mental effort. A 2025 study in the journal Societies found that people aged 17 to 25 “exhibited higher dependence on AI tools and lower critical thinking scores compared to older participants.” Stanford University reported in March that there is little evidence on how AI impacts K-12 education, questioning whether it is “helping students complete tasks or helping them develop durable learning and skills.”
Jared Cooney Horvath, a neuroscientist who linked recent nationwide test score declines to increased screen time, stated: “AI was never designed to be a learning tool. The tool an expert uses to make his or her life easier is not the tool a novice could use to learn how to become an expert. When they use the same tool, they don’t learn anything.” He noted that digital tools for students with disabilities have existed for decades and do not require generative AI.
Advocates Cite Benefits for Special Needs
Advocates for AI in education argue that tools like text-to-speech can help students with dyslexia. Bickerstaff said a student who struggles to read could use AI to absorb information and then write a paper. But Horvath countered that such tools predate AI and that “AI is basically brand new. Anything that has worked, worked before AI, and now the question is, did AI make it better? And the answer seems to be a resounding, no.”
Oregon Parents Win Concessions
Natalie Houston, a therapist and parent of four in Oregon, discovered that third graders in the Bend-La Pine Schools district were using MagicSchool’s AI tools. She and over 1,000 other parents signed a letter demanding removal. After concerns about students forming a bond with MagicSchool’s chatbot Raina, the company replaced it with “a neutral AI learning assistant,” removing anthropomorphic elements. A MagicSchool spokesperson told Oregon Public Broadcasting that “the concerns Bend La-Pine parents are voicing about how chatbots are normalizing unhealthy relationships during critical brain development are valid.” The school board adopted a resolution in April to develop standards for educational technology and remove non-evidence-based applications.
Growing Institutional Resistance
Even the American Federation of Teachers, despite accepting big tech funding, called in May for removing student-facing AI tools from elementary schools. This month, over half of New York City council members issued a public letter to Mayor Zohran Mamdani and schools chancellor Kamar Samuels calling for a two-year moratorium on AI use in schools, except for education on risks. The city also scrapped plans to open an AI-focused high school after public outcry. A NYC public schools spokesperson stated that the prior administration “hit the gas on AI without genuine family engagement” and that the chancellor is developing a policy in partnership with families and communities.
Debate Over AI Literacy vs. Moratorium
Bickerstaff opposes a complete moratorium for elementary students but supports training students on how AI tools work and their limitations, so they “engage more critically rather than simply turning or deferring to the tools.” She argues that students need AI literacy because companies will expect it. However, Houston countered that AI is “designed to be intuitive and easily learned,” so schools should focus on foundational academic skills instead. Clancy, after raising the Google Gemini issue, said teachers have stopped using AI in her son’s classes. She predicts the city will approve the moratorium and plans to help parents in other cities advocate for similar policies.
