Summary of https://www.turing.ac.uk/sites/default/files/2025-05/combined_briefing_-_understanding_the_impacts_of_generative_ai_use_on_children.pdf

Presents the findings of a research project on the impacts of generative AI on children, combining both quantitative survey data from children, parents, and teachers with qualitative insights gathered from school workshops.

The research, guided by a framework focusing on children's wellbeing, explores how children use generative AI for activities like creativity and learning. Key findings indicate that nearly a quarter of children aged 8-12 have used generative AI, primarily ChatGPT, with usage varying by factors such as age, gender, and educational needs.

The document also highlights parent, carer, and teacher concerns regarding potential exposure to inappropriate content and the impact on critical thinking skills, while noting that teachers are generally more optimistic about their own use of the technology than its use by students.

The research concludes with recommendations for policymakers and industry to promote child-centered AI development, improve AI literacy, address bias, ensure equitable access, and mitigate environmental impacts.

Despite a general lack of research specifically focused on the impacts of generative AI on children, and the fact that these tools have often not been developed with children's interests, needs, or rights in mind, a significant number of children aged 8-12 are already using generative AI, with ChatGPT being the most frequently used tool.
The patterns of generative AI use among children vary notably based on age, gender, and additional learning needs. Furthermore, there is a clear disparity in usage rates between children in private schools (52% usage) and those in state schools (18% usage), indicating a potential widening of the digital divide.
There are several significant concerns shared by children, parents, carers, and teachers regarding generative AI, including the risk of children being exposed to inappropriate or inaccurate information (cited by 82% and 77% of parents, respectively), worries about the negative impact on children's critical thinking skills (shared by 76% of parents/carers and 72% of teachers), concerns about environmental impacts, potential bias in outputs, and teachers reporting students submitting AI-generated work as their own.
Despite concerns, the research highlights potential benefits of generative AI, particularly its potential to support children with additional learning needs, an area children and teachers both support for future development. Teachers who use generative AI also report positive impacts on their own work, including increased productivity and improved performance on teaching tasks.
To address the risks and realize the benefits, the sources emphasize the critical need for child-centred AI design, meaningful participation of children and young people in decision-making processes, improving AI literacy for children, parents, and teachers, and ensuring equitable access to both the tools and educational resources about them.