New York City’s Department of Education has implemented a ban on the use of artificial intelligence (AI) tools in elementary and middle school classrooms starting with the current school year. The policy prohibits students below the high school level from accessing AI features during the school day, reflecting concerns over the technology’s impact on learning and screen time.

Previously, some instructional apps and educational tools containing AI elements were allowed for younger students to assist with subjects such as reading and math. Under the new guidelines, these AI features must be disabled. If a device or program cannot have its AI capabilities turned off, it will be removed from classroom use altogether. This includes Gemini, an AI tool integrated into Google Classroom, which is widely used across the city’s public schools.

The department’s restrictions extend beyond AI to broader digital device usage. Individual use of digital devices is prohibited for students in pre-kindergarten through second grade. From third to eighth grade, students may use personal digital devices during limited daily periods—30 minutes for elementary students and 45 minutes for middle school students—though these limits are framed as recommendations rather than enforceable mandates. High school students face no set time limits on screen use when it is necessary for their coursework.

While the Education Department can regulate device and AI tool use during school hours and on school property, it cannot control students’ access to AI technology outside the classroom. The department has indicated that monitoring and enforcement will largely be the responsibility of teachers within the school environment. Usage at home will depend on parents and guardians to manage.

Officials have yet to clarify how screen time guidelines will be monitored or enforced in practice. However, the policy signals a cautious approach to integrating AI tools in early education, emphasizing controlled exposure to technology and maintaining traditional learning methods during the foundational years. The department’s steps reflect ongoing debates about the appropriate role of AI in education amid its rapid growth and evolving capabilities.