A new report from Harvard Graduate School of Education looks at how suspected AI cheating is affecting relationships in US schools. The report draws on a national survey of more than 1,000 US public school teachers and principals, plus interviews with educators and 31 students.
According to the researchers, 25% of teachers and 29% of principals said AI had created dilemmas in their schools, mostly involving suspected student use of AI on assignments. Only 18% of teachers and 24% of principals said their school had specific generative AI policies.
The interviews found suspicion running both ways: teachers suspect cheating, and students fear being wrongly accused. The report recommends shared rules and structured conversations about which uses of AI are acceptable.