AI in the Schools:
Area administrators share how
artificial intelligence is impacting our students

AI in the Schools: Area administrators share how artificial intelligence is impacting our students
By Tim Spitzack | Editor | September 2025

As the first homework assignments are doled out this fall, students will turn to a variety of sources for help in mastering difficult concepts. In the past, they would seek advice from teachers, parents, peers and the internet. Today, however, a new tool is at their disposal: Generative Artificial Intelligence.

AI has been called “the modern approach to learning,” but is this method better or worse than what has served countless generations in the past? The St. Paul Voice asked area school administrators to weigh in on the debate.

First, it’s important to understand how students are using this fast-evolving technology. Last fall, the Center for Digital Thriving, a research center at the Harvard Graduate School of Education, co-authored a study showing that half of today’s young people aged 14-22 have used AI at some point in their lives. The top uses are for getting information, brainstorming ideas, and assistance with homework. Blacks and Latinos are twice as likely as their white peers to use AI at least weekly, and to use it more often for homework. Those were the only racial groups noted in the study.

Artificial Intelligence is being used by students to spark creativity and find help with complex questions. One respondent said, “Generative AI helps to give ideas when I need a topic to write about or to help in finding the answer to a math or chemistry problem that a traditional math app cannot solve.” Another said, “Tools like ChatGPT could be useful for writing essays in the future. Not to write entire essays, but to help with the outline of one.”

However, when asked what adults should know about teens’ use of AI, respondents said that cheating with AI is widespread and routine. Comments included:

• “A lot of my friends use AI to cheat on assignments.”
• “Teens use it to cheat in school all the time.”
• “[We use it] to cheat on everything from writing term papers to figuring out answers to really hard assignments. We even have it write our book reports.”
  Other teens said not all kids use AI to cheat in school, and that it’s useful for creating an individualized learning plan. Many noted that AI helps them get answers to questions they may be too afraid to ask adults. The study, “Teen and Young Perspectives on Generative AI” can be found at https://digitalthriving.gse.harvard.edu/research.
  A January 2025 study conducted by the Center for Strategic Corporate Foresight and Sustainability, SBS Swiss Business School, (mdpi.com/2075-4698/15/1/6) concluded that there is a “significant negative correlation between the frequent use of AI tools and critical thinking abilities.” Keys findings include:
• AI tools may inadvertently diminish users’ engagement in deep, reflective thinking processes.
• Younger participants who exhibited higher dependence on AI tools scored lower in critical thinking compared to their older counterparts.
• Higher educational attainment was associated with better critical thinking skills, highlighting the role of education in mitigating the potential adverse effects of AI tool usage.

A January 2025 study conducted by the Center for Strategic Corporate Foresight and Sustainability, SBS Swiss Business School, (mdpi.com/2075-4698/15/1/6) concluded that there is a “significant negative correlation between the frequent use of AI tools and critical thinking abilities.” Keys findings include:

• AI tools may inadvertently diminish users’ engagement in deep, reflective thinking processes.
• Younger participants who exhibited higher dependence on AI tools scored lower in critical thinking compared to their older counterparts.
• Higher educational attainment was associated with better critical thinking skills, highlighting the role of education in mitigating the potential adverse effects of AI tool usage.

St. Paul Public Schools
Phil Wacker, with the district’s office of teaching and learning, said teachers are already using Artificial Intelligence in the classroom and that the board of education continues to monitor the use of this technology.

“There isn’t an official school board policy, but those conversations are happening,” said Wacker. “In general, AI is an amazing tool but it’s not a replacement for the learning and the teaching that happens in a classroom. It’s another tool and conduit to improve our student achievement.”

This spring the district surveyed students on their use of AI and held a workshop for teachers to train them to use it effectively. The student survey revealed that about one-third of the students in the district have used AI for homework help, and 40% said AI helped them learn better. Most students (84%) said their teachers have given clear expectations about AI use in their classes, and 79% said they understand how AI tools work and how it creates content and responses.

“Our first stage is supporting educators with workflow and how to use it as a tool to be more efficient,” said Wacker. “We need to be very clear with our students on how and when it’s appropriate to use artificial intelligence.”

He mentioned a few ways teachers use AI. For example, one entered a lesson plan into AI for ideas on how to make the plan more successful. Another had it create questions that were used to reassess a student who was struggling with math. AI has also been used to modify the text of an article to make it easier to understand for lower age levels.

As expected, there have been mixed reactions among teachers regarding the use of AI.

“We have early adopters who are using AI not just professionally but also in tons of other aspects in their life, and there are other teachers who need more support and understanding of what AI is and what will its impact be on students,” said Wacker.

The biggest concerns of Artificial Intelligence revolve around how it is used ethically, and the impact it has on critical thinking. Many fear that AI makes cheating much easier and that it will spawn a generation of lazy learners. St. Paul Public Schools uses an AI detection tool that analyzes homework called turnitin.com, but it’s not perfect, said Wacker, particularly for students whose first language is not English. Currently, 28% of students in the district are English Learners, and the district serves students who come from over 115 different home languages.

“It’s important to have conversations with the students,” said Wacker regarding cheating. “It’s not just that you did something wrong and here’s your consequence. It’s ‘let’s have a conversation and learn from this situation.’” He also noted that students are still assessed throughout the year with paper tests and written assignments, allowing teachers to more closely monitor academic performance.

To provide feedback to the St. Paul Board of Education, contact sb.members@spps.org. All board members receive correspondence at this address. Board members are:

• Halla Henderson, chair, halla.henderson@spps.org
• Uriah Ward, vice chair, uriah.ward@spps.org
• Erica Valliant, clerk, erica.valliant@spps.org
• Carlo Franco, treasurer, carlo.franco@spps.org
• Chauntyll Allen, chauntyll.allen@spps.org
• Yusef Carrillo, yusef.carrillo@spps.org
• Jim Vue, jim.vue@spps.org

ISD 197
(West St. Paul-Mendota Heights-Eagan)
Spokesperson Sara Blair said ISD 197 is in the process of developing an Artificial Intelligence guidance document that will outline expectations for how AI can be used in the classroom. Work is being led by a group of educators, administrators, students and parents who are participating in a multi-part training academy. So far, the group has engaged in foundational “AI 101” learning, explored current research on AI and education, and heard directly from students about how AI is impacting them personally, socially and academically. The document is expected to be completed this fall and will be used to train teachers on how to implement AI into the classroom.

“We aim to create guidance that supports meaningful learning, fosters digital responsibility and prepares students for success in the digital world,” said Blair. “We are trying to achieve a balance between giving students the opportunities to learn about AI and developing their independent critical thinking skills so that they are not reliant on AI. Employers have said that the ability to use AI will be a needed skill set for our students, so we believe we must prepare our students for that new future.”

To provide feedback to the ISD 197 Board of Education, contact members at:

• Sarah Larsen, chair, sarah.larsen@isd197.org. School liaison at Heritage and Two Rivers.
• Jon Vaupel, vice chair/clerk, jon.vaupel@isd197.org. School liaison at Pilot Knob, Two Rivers and Branch Out.
• Byron Schwab, treasurer, byron.schwab@isd197.org. School liaison at Somerset and Two Rivers.
• Marcus Hill, marcus.hill@isd197.org. School liaison at Moreland and Two Rivers.
• Morgan Steele, morgan.steele@isd197.org. School liaison at Mendota and Two Rivers.
• Tim Aune, tim.aune@isd197.org. School liaison at Friendly Hills and Two Rivers.
• Randi Walz, randi.walz@isd197.org. School liaison at Garlough, Two Rivers and Early Learning.

Special District 6
(South St. Paul)
According to South St. Paul Secondary principal Chuck Ochocki, Artificial Intelligence worked its way into South St. Paul Schools last year and caused some trepidation among the teachers. To address the issue, he formed a committee last summer to discuss the pros and cons of using AI. It included seven teachers, and their attitudes changed over the summer, he said, after learning how AI can be used as a useful tool for both them and their students. The committee’s work resulted in guidelines that will be communicated this school year to students and parents. With the students, AI use is covered in each course syllabus and talked about throughout the year when assignments are given. The message of appropriate AI use is also reinforced on posters in the classrooms.

“I would have told you at the beginning of last year it was, ‘let’s try to stop AI altogether,’” said Ochocki. “Then I had some real early adopters who started to really look at it and say, ‘oh, my gosh, this could be really helpful,’ and then we just started having conversations. Over the course of the year, we moved from, ‘let’s stop it at all costs’ to ‘let’s teach kids how to use it proactively or in a better way.’ The teachers have said this has given them and kids different ways to think through problems and to answer questions.”

South St. Paul Schools uses several Artificial Intelligence detection tools that analyze homework, including one called turnitin.com, and the inappropriate use of AI is addressed through the district’s Academic Honesty and Expectations policy.

“Our policy says AI is not a substitute for schoolwork that requires original thought,” said Ochocki. “Students may not claim AI-generated content as their own work or use AI to take tests, complete assignments, complete multimedia projects, write papers, or complete schoolwork without permission of the teacher or administrator.”

When a student is suspected of having used AI to cheat on an assignment, the teacher will meet with the student to discuss repercussions and contact their parents. If a student was caught cheating on classwork, homework or quizzes, they must redo the assignment and can earn no more than 75% credit on that assignment. If AI was used to cheat on unit tests or large projects, the student must redo the work for no more than 50% credit. If the student used AI to cheat on finals, or has multiple infractions, it’s likely they will receive no credit for that class.

“We try to say, ‘hey, you’ve made a mistake. We make mistakes. I still need you to do the work, but here’s what you’re going to earn,’” said Ochocki.

Regarding critical thinking, he said, “Our feeling is that our kids still will have to be critical thinkers because AI is only as good as the information you put into it. AI can do this certain thing, but it can’t do critical thinking….it won’t think outside the box…. It’s the same as when we trained our kids when using the internet, going all the way back to when it was first introduced to the schools. You have to use multiple sources…and make sure that you are able to take that information and then judge it against other bits of information. Make sure that you can back it up with three or more different sources.”

One thing students fear is that Artificial Intelligence will replace jobs in the future, he said. Thus, teachers and counselors are working with students to assuage those concerns and show students how AI can help them create an individualized learning plan to explore their aptitudes, career options and coursework needed to achieve their goals.

To provide feedback to the South St. Paul Board of Education, contact members at:

• Kim Humann (chair), khumann@sspps.org, 651-587-8309
• Anne Claflin (vice chair), aclaflin@sspps.org, 651-894-4187
• Paul Cumings (treasurer), pcumings@sspps.org, 651-262-8838
• Wendy Felton (clerk), wfelton@sspps.org, 651-451-9002
• Ryan Duffy, rduffy@sspps.org, 651-592-7444
• Tim Felton, tfelton@sspps.org, 651-210-9956
• Monica Weber, mweber@sspps.org, 612-720-9222

Teens turn to AI for companionship
Another cause for concern for parents and educators alike is that teens are turning to Artificial Intelligence for companionship and advice on personal matters. According to a study by Common Sense Media released in July, there is widespread use among youth ages 13-17 who interact with social AI companions, which are digital avatars or other virtual characters created with AI technology to mimic conversations and social interactions. Teens and adults are turning to these “companions” for emotional support and even virtual dates and romantic interactions.

Key findings of the report “Talk, Trust, and Trade-Offs: How and Why Teens Use AI Companions” are:

• 72% of teens have used Artificial Intelligence companions at least once, and over half use it at least a few times a month.
• About one in three teens have used AI companions for social interactions and relationships, including role-playing, romantic interactions, emotional support, friendship or conversation practice. They find conversations with AI companions to be as satisfying or more satisfying than those with real-life friends.
• About one in three teen AI companion users report feeling uncomfortable with something an AI companion has said or done. Others have chosen to discuss important or serious matters with AI companions instead of real people.
  “AI companions are emerging at a time when kids and teens have never felt more alone,” said Common Sense Media Founder and CEO James P. Steyer in a statement. “This isn’t just about a new technology – it’s about a generation that’s replacing human connection with machines, outsourcing empathy to algorithms, and sharing intimate details with companies that don’t have kids’ best interests at heart. Our research shows that AI companions are far more commonplace than people may have assumed – and that we have a narrow window to educate kids and families about the well-documented dangers of these products.”

View the report at commonsensemedia.org

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