Most Teens Use AI for Homework, Even if Some Think They’re Missing Out on Learning

Seven in ten U.S. teenagers use artificial intelligence for schoolwork, according to a survey of more than 1,000 teens by Common Sense Media, which found that 63% use AI to get answers and 38% say it leads them to develop fewer of their own ideas. The nonprofit's head of research, Michael Robb, warned that AI use may be undermining learning, as nearly four in 10 teens feel they are missing out on learning when using AI for assignments.

Most Teens Use AI for Homework, Even if Some Think They’re Missing Out on Learning Seven in ten teenagers are using artificial intelligence /news/category/technology for their schoolwork, according to new data released by San Francisco-based nonprofit Common Sense Media. As schools and parents grapple with how to better control students’ technology and AI access, the survey of more than 1,000 teens across the U.S. found that the vast majority are already relying on the tools, while few are learning how to use them safely. “AI has become routine in how teens do homework,” said Michael Robb, the head of research at Common Sense Media. “I actually think the more interesting finding is kind of how they are using AI. “Our biggest concern … is that even if you think you are using AI in a way that’s beneficial to your learning, you might actually be subtly undermining your learning,” he said. The survey found that 63% of teens using AI for schoolwork are getting an answer from the tool in some form. What they do with these responses varies: a quarter said they use the AI-generated text as is, while about 31% rewrite it in their voice and just 35% say they improve it with their own knowledge. Robb said the concern with all of those uses is whether they are disrupting the learning process. The Common Sense Media report found that among the AI users surveyed, 38% say having the tools available leads them to develop fewer of their own ideas. Two-thirds of teens said that AI helped them understand their schoolwork, but almost four in 10 reported feeling like they were missing out on learning when they used AI to complete assignments. Schools, Robb said, should be “trying to design assignments so that AI is not removing the important thinking parts, things like drafting or revising, coming up with arguments.” Teens reported that they believe the skills that will matter most for their future are social skills, fact-checking, critical thinking and understanding complex information. Robb said AI companies, school districts and employers should be considering if the tools available to their students are counterintuitive to those goals. “The question is, if we’re introducing AI in all these various forms, are those things actually supporting human connection or critical thinking? Or are they replacing or disrupting them?” he asked. “Because if it’s the latter, then … we are undercutting the very things we set to value.” While Robb said using AI to check work or get feedback can be useful, he worries about students who said they use it to brainstorm for assignments. “They are starting with an answer before a student is trying the problem,” Robb said. “There are a couple of skills I think are at stake. Starting hard things, generating your own ideas flexibly — these are executive function skills that are still developing.” “This is happening at a period in adolescence where you really want to hone and strengthen these skills, and I’m concerned that we are undermining them,” he continued. Sixty-eight percent of students who use AI said they use one of those multi-purpose tools, like ChatGPT, for their schoolwork, while four in 10 reported that they use a reading or writing assistant, like Grammarly. Smaller percentages use AI-backed research tools, image and video generators or tutors. San Francisco’s school district in 2025 introduced an AI-powered tutoring program called Amira, which it said provides students with individualized reading support, without the need for one-on-one human tutors. Amira’s website https://amiralearning.com/research said studies show that the software “outperforms high dosage human tutoring at scale,” though critics have disputed https://sfeducation.substack.com/p/no-amiras-ai-tutor-is-not-ready-to this claim. According to district documents, SFUSD uses the program for elementary students in class and at home. “I think something that schools should be looking at is making sure that AI is not replacing learning from people,” Robb said. “People throw around the word ‘personalized’ a lot … but that should really just mean that kids need to be better supported, not leaving kids along with an AI system instead of a teacher or a classmate.” The report comes amid a parent-led movement across some major school districts to restrict school technology use, as the majority have 1:1 https://www.cosn.org/edtech-topics/state-of-edtech-leadership/ device programs that give students access to a laptop or tablet both in their classrooms and at home. Many of these devices make it easy for students to access artificial intelligence technology — from the automatically generated AI summary that tops Google search result pages to access to tools like ChatGPT, Grok and Gemini — leading the national parent group Schools Beyond Screens https://www.schoolsbeyondscreens.com/reform-proposals to call for a moratorium on AI in schools. The Common Sense Media survey found that while many students have access to this tech, they aren’t all discussing how to use it safely or to support their learning. “It’s important that schools make their rules really clear,” Robb said. Common Sense Media has also created a new curriculum that focuses on safety concerns like deepfakes and social engineering, a technique cybercriminals use to get people to reveal sensitive data or grant access to restricted systems. KQED’s Jose Velazquez contributed to this report.