Digital Learning

Know the Risks: AI in PK-12 Education

Know the Risks

AI can offer meaningful opportunities for teaching and learning, but responsible use requires understanding where it can create harm or undermine learning. Educators should consider these risks before, during, and after using AI.  

 

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Before using AI, ask: What is the learning goal? What will students still need to think, create, communicate, or demonstrate themselves? What could be lost or harmed by using AI? How will a person remain responsible for the decision?

▸ Accuracy, Reliability & Hallucinations

AI systems can produce information that sounds confident but is inaccurate, incomplete, outdated, or entirely fabricated. AI-generated content should not automatically be treated as reliable simply because it is fluent or persuasive.

Educators should:

  • Verify important facts, claims, quotations, calculations, and sources.
  • Teach students to question and evaluate AI-generated information.
  • Use trusted sources and disciplinary expertise to check AI outputs.
  • Avoid using unverified AI output for high-stakes decisions.

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▸ Bias, Representation & Missing Perspectives

AI systems learn from data and human-created information that may contain bias, stereotypes, omissions, or unequal representation. AI outputs can therefore reinforce existing patterns rather than provide a neutral or complete perspective.

Educators should:

  • Look for stereotypes, omissions, and patterns of unequal representation.
  • Compare AI-generated responses with multiple credible perspectives.
  • Ask whose voices or experiences may be missing.
  • Help students recognize that AI output reflects the data and systems behind it.

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▸ Privacy, Security & Student Data

AI tools may collect, retain, process, or otherwise use information submitted by users. Entering personal, confidential, or sensitive information into an AI system can create privacy and security risks.

Educators should:

  • Do not enter student personally identifiable information (PII) into unapproved AI tools.
  • Understand what information a tool collects, retains, and uses.
  • Use district-approved tools and follow applicable policies and agreements.
  • Consider privacy and security before introducing an AI tool to students.

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▸ Learning, Critical Thinking & Overreliance

When AI completes too much of the cognitive work, students may have fewer opportunities to practice the thinking, problem solving, creativity, communication, and persistence the learning experience is intended to develop.

Educators should:

  • Identify what students need to think, create, communicate, or demonstrate independently.
  • Design AI use around the learning goal rather than around the availability of a tool.
  • Require students to evaluate, revise, explain, or build upon AI output.
  • Preserve opportunities for independent practice and productive struggle.

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▸ Equity, Access & Accessibility

Not all students have the same access to AI tools, devices, connectivity, accommodations, or support. Differences in access can create or widen inequities when AI is incorporated into learning.

Educators should:

  • Consider whether all students can access the required technology.
  • Provide meaningful alternatives when AI access is unavailable or inappropriate.
  • Consider accessibility and language needs before requiring AI use.
  • Ensure AI does not become a barrier to demonstrating learning.

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▸ Human Judgment, Transparency & High-Stakes Decisions

AI can assist with tasks, but it should not replace the professional responsibility of educators or the human judgment required for consequential decisions about students.

Educators should:

  • Keep a human responsible for decisions that affect students.
  • Do not rely solely on AI for grading, discipline, placement, eligibility, or other high-stakes decisions.
  • Be transparent about when and how AI is being used when disclosure is appropriate.
  • Provide students opportunities to explain and demonstrate their own thinking.

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What This Means for Educators

Understanding AI's risks is part of AI literacy. Educators do not need to avoid AI because risks exist; they need the knowledge and judgment to recognize those risks and make thoughtful decisions about when, where, and how AI belongs in learning.

  • Start with the learning goal. Keep the purpose of the learning experience at the center.
  • Keep humans in the loop. Educators and students remain responsible for their thinking and decisions.
  • Protect people and information. Consider privacy, security, equity, and accessibility before use.
  • Question the output. AI-generated information requires evaluation and verification.
  • Use AI intentionally. Consider whether AI meaningfully supports the intended learning experience.

Page last updated:  September 2026

Amanda Albrecht