Leading on AI in Schools - Before It’s Too Late
A Wake-Up Call
Last week, I spent time with a group of Key Stage 2 pupils talking about artificial intelligence. I had expected curiosity, some thoughtful questions, and perhaps a few misconceptions, but what I found, however, was more striking.
When I asked, “What is AI?” the answers were scattered, inaccurate, and the majority had no idea at all.
That moment was a wake-up call. It reminded me of a trap we fall into far too often as educators: assuming that because a topic surrounds us daily, children must also understand it. In reality, when it comes to AI, there is a significant gap. Unless we guide children directly, the fragments of information they pick up from the internet, friends, or popular culture will mislead them, confuse them, and possibly place them at risk. Having long believed that many schools are not doing enough to address AI, this encounter reinforced for me the urgency of formalising AI education - especially at primary level.Whatever it is, the way you tell your story online can make all the difference.
This might not feel as urgent if AI weren’t already so deeply woven into children’s lives, but from the moment they wake up to the time they go to bed, AI shapes their experiences. It influences searches, recommends their videos, and even completes their sentences. I’ve heard colleagues around the world argue that AI is a passing trend, or let the secondary school deal with it, but delaying the conversation only leaves children vulnerable: exposed to misinformation, unprepared to think critically, and increasingly shaped by technologies they do not yet understand.
As I've repeated in many of these articles, the challenge is not one for tomorrow, it’s for today.
What Primary Schools Can Do
Introducing AI education in primary schools does not mean teaching complex coding or advanced computer science. We already know that teachers carry a massive burden, and trying to become the primary school version of Sam Altman or Bill Gates should not be a priority. Instead, schools should begin with simple but powerful concepts:
What is AI?
Where do we encounter it?
How does it make decisions?
One of the joys of teaching younger pupils is that, once a concept is introduced, they will ask the questions that matter most. Giving them this foundation empowers them to think critically,and to make responsible choices as the technology continues to evolve.
The Urgency to Lead
If we don't act now, our students will fall behind.
I've argued it time and time again, but AI literacy is as essential as reading, writing, and numeracy.
If we hesitate, we risk raising a generation who can use AI tools, but cannot understand them, leaving them unable to engage ethically or effectively.
As educators, we cannot remain on the sidelines. We must be purposeful, responsive, and ready to lead.
Taking the First Steps
At our school, we have already introduced weekly AI lessons for our primary pupils. It is a deliberate step to ensure children are prepared for a world in which AI will play a central role. Yet I know that many thousands of schools have not taken similar steps, and that millions of children risk missing out on this essential strand of education.
We owe it to our pupils to do better.
