Upper Dublin Unplugged supports a collaborative, evidence-informed conversation with UDSD about AI in classrooms. This page collects community questions and concerns to help inform that conversation.
Upper Dublin School District is developing its AI policy. On April 23, Superintendent Dr. Laurie Smith will share the district's approach. AI will likely have a role in education — the question is what role, at what age, and with what safeguards. Independent research is raising important questions. Share yours here, and bring them with you on April 23.
Please do both — they serve different purposes.
Your question or concern will appear here publicly (anonymously), so neighbors can see what others are thinking before April 23.
Share on this pageRegister for the April 23 meeting and submit your question directly to Dr. Smith through the district's own form.
Register & send to districtUpper Dublin School District is hosting a community meeting on AI policy, practices, and possibilities. Superintendent Dr. Laurie Smith and Director of Technology Colleen Yenser will discuss the district's approach to classroom AI integration.
This is a district-hosted community meeting. We encourage every Upper Dublin family to attend. Registration and question submission is through the district's own form — see the dual action above.
See the district's announcement on Facebook →The evidence on AI in children's education is evolving. Thoughtful implementation can offer real benefits — well-designed tools may support students with disabilities, reduce administrative burdens on teachers, and personalize learning. At the same time, major independent bodies are raising serious questions about age-appropriateness, cognitive development, and safeguards. Below, what we hope for, the latest research, and the voices of our community.
Upper Dublin has a chance to be a national model for thoughtful, evidence-based AI policy. We hope the district's approach will center independent research, protect student privacy, respect developmental differences, welcome meaningful parent input, and commit to ongoing evaluation as evidence evolves. This isn't about saying no to AI — it's about getting this right, together.
A year-long global task force reviewing 400+ studies and 500+ participants across 50 countries concluded the risks of generative AI in children's education currently overshadow its benefits, and that AI can "undermine children's foundational development."
Read the Brookings report →The world's top education body recommends a minimum age of 13 for classroom AI, with global debate moving toward 16. Fewer than 10% of schools worldwide had any AI policy when the guidance was issued.
Read UNESCO's full guidance (PDF) →An EEG study found students using ChatGPT showed the weakest brain engagement across memory and creativity networks. 83% couldn't recall content from essays they had just written.
Read the MIT study →Leading chatbots are "fundamentally unsafe" for teen mental health support. Three out of four teens already use AI companions. Two adolescent suicides have been linked to chatbot interactions.
Read the assessment →A 2025 peer-reviewed study coined the term "metacognitive laziness": students using AI produced better essays but showed no gains in learning, motivation, or knowledge transfer.
Read the study →AI chatbots "do not actually care about children" and may tell kids false, harmful, or highly sexual content. The AAP is developing formal AI policy guidance for late 2026.
Read the AAP position →China restricts unrestricted AI for primary students. The EU AI Act classifies education AI as "high-risk." Major U.S. districts initially banned ChatGPT, citing absence of demonstrated educational value.
Read about global policy →Share your question or concern with the community, and send it to the district. Both help shape the conversation.
