When schools make decisions about artificial intelligence, the conversation is usually led by adults. Administrators develop policies, educators establish classroom expectations, and technology leaders evaluate all of the platforms. These perspectives are essential, but I believe there is another important voice that is often included only after the decisions have been made, and that is the students who are already using AI.

Over the past year, I’ve had the opportunity to work with educators, leaders, students, and families across 12 school districts as they explored digital wellness, responsible technology use, and emerging questions about AI. Through student conversations, classroom visits, and task force planning sessions, I was reminded that students do not simply need to hear our guidance–their voice can help us create better guidance.

Students in third, fifth, and eighth grades, and in high school, offer insights that might otherwise be missed. They see AI used for homework, projects, online searches, and social interactions. They understand the pressure to finish work quickly and the temptation to seek help when an assignment feels confusing or overwhelming.

That does not mean students understand every risk. Knowing how to access an AI tool is not the same as knowing what happens to the information entered into it or why its responses may be inaccurate or biased. But listening to students can reveal where adult assumptions differ from their reality.

Several themes stood out in our conversations:

• Students want transparency. They want teachers and schools to disclose when and how AI is being used, especially when it involves grading assignments, evaluating their work, or generating feedback.
• Students want to understand how AI works. There is often an assumption that because students are comfortable with technology, they automatically understand AI. Knowing how to access a tool is not the same as understanding how it produces information, uses data, makes mistakes, or may reflect bias.
• Students want guidance. They want educators to model how AI can be used safely, ethically, and responsibly. They need opportunities to learn how to protect personal information, evaluate AI-generated content, and decide when AI should or shouldn’t be used.
• Students want clear expectations. Students want to know what is allowed for each assignment, which uses must be disclosed, what work must be completed independently, and where the boundary between assistance and cheating lies.
• Students want consistency and equitable opportunities. Confusion and frustration arise when one teacher permits AI use and another prohibits it without explaining why. Expectations do not have to be identical across every subject. Students should not have to guess what the rules are from class to class. If students in one biology class are permitted to use AI in meaningful ways, students in the same course with another teacher should have comparable learning opportunities, or it places them at a disadvantage.
• Students want meaningful learning experiences. They do not want to use AI simply because it is available or new. Several students shared with me that when they first started using Chromebooks, it was the best thing ever, but with repeated use without purpose, it made them want technology-free activities. AI should add value, and its use should be connected to a clear learning purpose.
• Students want protection from unfair accusations. Unclear rules can leave students worried that their own work will be questioned. Students need opportunities to show their thinking and demonstrate their learning.

Students can also help us understand the difference between the AI use we see and the AI use we do not. Educators might notice AI-generated language in an essay, but students are using these tools for more than schoolwork. Some use AI to seek advice, generate images, rehearse difficult conversations, or ask questions they are afraid or uncomfortable asking another person. Taking time to listen to students will help schools think beyond academic integrity and consider data privacy, well-being, relationships, and digital citizenship.

When thinking about creating policies, students can have a positive impact when they are involved in the conversation, be it through surveys, focus groups, technology advisory groups, or opportunities to give feedback on proposed guidance. Educators can also incorporate regular reflection into classroom activities and ask students how they used AI, what it helped them do, what was not possible with AI, and whether they had any concerns while using it.

Conversations such as these will provide educators with valuable information while also helping students to develop their AI literacy skills. Involving students shows that their perspectives are valued. Getting their input will help us understand how they are being affected by AI. When they have a comfortable space to share what they are seeing and experiencing and explain what they need, it leads to a stronger culture for learning about and working with AI.

If we want to prepare students to use AI thoughtfully, we need to ask what they are experiencing, listen to their answers, and let what we learn inform the decisions we make.

Dr. Rachelle Dené Poth is an edtech consultant, presenter, attorney, author, and teacher of Spanish and STEAM: Emerging Technology. Rachelle has a Juris Doctor degree from Duquesne University School of Law and a Doctorate in Instructional Technology. Rachelle specializes in Artificial Intelligence, AI and the Law, AR/VR, Cybersecurity, and STEM. She has more than eight years of teaching and presenting on AI in her classroom and working with educators worldwide. She is the author of ten books, including How To Teach AI. She is a blogger for Defined Learning, EdTech K12, Edutopia, and Getting Smart. She is the host of the ThriveinEDU podcast, ISTE's Learning Unleashed podcast, and The Lift by Amazon on BAM Radio Network.