Concerns are mounting over the impact of artificial intelligence (AI) on children’s social and academic development, as new research and expert commentary highlight the increasing role AI technologies are playing in young people’s lives. Recent surveys suggest that AI-powered chatbots and related applications are altering how children form relationships, complete schoolwork, and engage with the world around them.

Charity Everyone’s Invited, which campaigns against rape culture, found that 62 percent of young people aged 11 to 18 reported knowing someone involved in a romantic relationship with a chatbot. Earlier this year, a Vodafone survey revealed that about one-third of children treated chatbots as friends, sometimes confiding in them about personal issues they would not share with parents or peers. The technology’s influence reaches even into primary education, with pupils accessing AI tools such as deepfakes, chatbots, and “nudifying” apps. These technologies are increasingly replacing human interaction, serving as companions, mentors, and homework assistants.

Experts voice concerns that this growing dependence on AI could lead to academic complacency, diminished problem-solving skills, and impaired emotional development. Soma Sara, founder of Everyone’s Invited, warned that chatbot partners are often manipulative and highly sexualized, isolating children and fostering addiction to artificial friendships at the expense of real human connection. Children themselves report feeling abandoned by adults who are largely unaware of the risks posed by this virtual environment; 62 percent of respondents said their parents did not understand the threat AI represents to their generation.

Schools and universities likewise acknowledge their difficulties in identifying AI-generated work. The international Programme for International Student Assessment (PISA) has noted a decline in literacy, numeracy, and reasoning skills among 15-year-olds in high-income countries compared with 2015, a trend potentially exacerbated by students using AI to complete assignments. As students rely increasingly on AI for academic tasks, concerns rise that their critical thinking and intellectual growth may be stunted precisely when adaptability and innovation are most crucial.

In response, some educational institutions are exploring new methods to counterbalance AI dependency. The Massachusetts Institute of Technology (MIT), a leader in global university rankings, has identified a decline in study group participation and student confidence linked to overreliance on AI. MIT is moving toward assessment models that emphasize oral exams, in-person projects, and social engagement across subjects to ensure genuine learning and interpersonal skills development.

In the United Kingdom, experts suggest encouraging children to engage more with cultural and outdoor activities, such as visiting galleries, museums, and countryside locations. A report from the charity Parentkind noted that a third of pupils do not participate in any school trips. Expanding access to after-school clubs, music, drama, and physical activities may help foster face-to-face interaction and creative collaboration among students.

Microsoft co-founder Bill Gates recently remarked that AI companies lack expertise in child development and social sciences, underscoring the importance of parental involvement in guiding young people through interactions with AI. Employers emphasize the need for workers skilled in teamwork, innovation, and independent problem-solving—capabilities that may be undermined if children default to AI solutions.

As debates continue over the long-term risks of AI, including potential existential threats, immediate efforts focus on rethinking educational frameworks and regulatory approaches. Experts advocate for oral testing methods familiar in countries such as Italy and France to reduce academic dishonesty enabled by AI-generated content. Moreover, the UK government has begun efforts to regulate children’s social media use but has yet to implement clear policies governing underage access to AI tools, which currently rely largely on self-regulation by providers.

Addressing the challenge of AI’s influence on the next generation will require coordinated action among educators, parents, policymakers, and technology companies to ensure children develop authentic relationships and the cognitive skills necessary to navigate a rapidly evolving digital landscape.