This month saw results from a yearlong global study of " [1]potential negative risks that generative AI poses to student ". The study (by the Brookings Institution's Center for Universal Education) also suggests how to prevent risks and maximize benefits:

> After interviews, focus groups, and consultations with over 500 students, teachers, parents, education leaders, and technologists across 50 countries, a close review of over 400 studies, and a Delphi panel, we find that at this point in its trajectory, the risks of utilizing generative AI in children's education overshadow its benefits.

"At the top of Brookings' list of risks is the negative effect AI can have on children's cognitive growth," [2]reports NPR — "how they learn new skills and perceive and solve problems."

> The report describes a kind of doom loop of AI dependence, where students increasingly off-load their own thinking onto the technology, leading to the kind of cognitive decline or atrophy more commonly associated with aging brains... As one student told the researchers, "It's easy. You don't need to (use) your brain." The report offers a surfeit of evidence to suggest that students who use generative AI are already seeing declines in content knowledge, critical thinking and even creativity. And this could have enormous consequences if these young people grow into adults without learning to think critically...

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> Survey responses revealed deep concern that use of AI, particularly chatbots, "is undermining students' emotional well-being, including their ability to form relationships, recover from setbacks, and maintain mental health," the report says. One of the many problems with kids' overuse of AI is that the technology is inherently sycophantic — it has been designed to reinforce users' beliefs... Winthrop offers an example of a child interacting with a chatbot, "complaining about your parents and saying, 'They want me to wash the dishes — this is so annoying. I hate my parents.' The chatbot will likely say, 'You're right. You're misunderstood. I'm so sorry. I understand you.' Versus a friend who would say, 'Dude, I wash the dishes all the time in my house. I don't know what you're complaining about. That's normal.' That right there is the problem."

AI did have some advantages, the article points out:

> The report says another benefit of AI is that it allows teachers to automate some tasks: "generating parent emails ... translating materials, creating worksheets, rubrics, quizzes, and lesson plans" — and more. The report cites multiple research studies that found important time-saving benefits for teachers, including one U.S. study that found that teachers who use AI save an average of nearly six hours a week and about six weeks over the course of a full school year...

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> AI can also help make classrooms more accessible for students with a wide range of learning disabilities, including dyslexia. But "AI can massively increase existing divides" too, [warns Rebecca Winthrop, one of the report's authors and a senior fellow at Brookings]. That's because the free AI tools that are most accessible to students and schools can also be the least reliable and least factually accurate... "[T]his is the first time in ed-tech history that schools will have to pay more for more accurate information. And that really hurts schools without a lot of resources."

The report calls for more research — and make several recommendations (including "holistic" learning and "AI tools that teach, not tell.") But this may be their most important recommendation. "Provide a clear vision for ethical AI use that centers human agency..."

"We find that AI has the potential to benefit or hinder students, depending on how it is used."



[1] https://www.brookings.edu/articles/a-new-direction-for-students-in-an-ai-world-prosper-prepare-protect/

[2] https://www.npr.org/2026/01/14/nx-s1-5674741/ai-schools-education