Key facts
- New York City schools will ban generative artificial intelligence for students in pre-K through eighth grade for one year.
- The ban impacts approximately 600,000 students, two-thirds of the city's public school population.
- High school students will have restrictions on AI use, including AI literacy classes.
- The policy includes limits on screen time for younger students.
- AI components of over 38 previously allowed programs will be discontinued or disabled.
- Exceptions will be made for assistive technology for students with disabilities and English language learners, as well as for coding assignments and e-books.
New York City schools are implementing a one-year ban on generative artificial intelligence for students in pre-kindergarten through eighth grade, a move affecting approximately 600,000 students. Mayor Zohran Mamdani announced the moratorium, citing concerns about the benefits of AI in early education and the potential for Big Tech to mine student data. The policy also includes restrictions on screen time for younger students and mandates AI literacy classes for high schoolers, who will also participate in AI pilot programs.
The decision comes amid a nationwide push for stricter regulations on AI in classrooms and follows an earlier, temporary block on ChatGPT access by the school district. While some states are developing guidance for AI use, New York City's approach is considered one of the most aggressive taken by a major school district.
Mayor Mamdani emphasized the need to protect children's data and ensure their growth is not compromised for corporate profit. Randi Weingarten, president of the American Federation of Teachers, supported the policy, stating that younger students need to learn to think rather than rely on screens and cognitive offloading.
The city will discontinue or disable AI features in over 38 previously approved programs that do not meet new safety and oversight standards. Exceptions will be made for assistive technology for students with disabilities and English language learners, as well as for coding assignments and e-books.
Experts like Meredith Coffey from the Thomas B. Fordham Institute support the pause, suggesting that entire districts should not be used as "guinea pigs" for technology that is not fully understood. Jeffrey Riley of Day of AI advocates for a phased approach, focusing on teaching students about AI before exposing them to tools.
However, some advocates, like Michael Mulgrew, president of the United Federation of Teachers, believe the district needs to be more aggressive in demanding AI safeguards from product vendors.