Category: News updates

  • CAISE Notes – Issue #9

    CAISE Notes – Issue #9

    This week: social media bans, sovereign AI, and a government that wants children to say technology is bad while betting half a billion pounds that it isn’t.

    🔍 This week I’ve been thinking about…

    Last week, the Prime Minister summoned senior leaders from Meta, TikTok, X, Snap and Google to Downing Street and told them that a ban on children using their platforms would be preferable to a world where harm is the price of social media use. The government already has the powers to act. It is waiting for its Growing Up in the Online World consultation to close on 26 May.

    That same evening, the Technology Secretary launched the £500m Sovereign AI fund, calling for the UK to be “an AI maker, not just an AI taker.”

    I have been writing about this consultation since Issue 3, when I looked at its design: the parental login barriers, the single age bracket covering 10 to 21-year-olds, the leading questions, the lack of a save or back button. The problems I raised then were about access and design. The problems now are bigger.

    The consultation is under legal challenge. Two fathers are preparing a High Court action after it emerged that the government’s survey contractor will use Amazon and Microsoft AI to process the responses. The tools being used to summarise public views on technology regulation are built by companies that stand to be regulated by the outcome.

    And then there is the question of what children are actually being asked. The consultation’s questions about AI chatbots are, roughly: tell us how they are bad for you. Not how you use them. Not what you get from them. Not what you would change. Just: how are they bad. Children are being invited to participate in a process that has already decided what shape their answers should take.

    Set that against the Sovereign AI fund announcement and the contradiction becomes structural, not just optical. The government is asking children to confirm that technology harms them. It is simultaneously investing half a billion pounds in the premise that technology is the country’s future. Children are being told they are part of the conversation. They are not being given the conversation that matters.

    Regular readers will know that a recurring theme in this newsletter is who gets asked, what they get asked, and whether the answers are allowed to go anywhere uncomfortable. This week is a case study. The consultation closes in five weeks. The direction of travel was set before it opened.

    📰 Three things worth your attention

    1. Starmer summons social media bosses to Downing Street and threatens a ban — GOV.UK / The Scotsman

    Senior leaders from Meta, TikTok, X, Snap and Google were called to Downing Street on Thursday and told that a ban on children accessing their platforms remains on the table. The government has secured the powers to act once the Growing Up in the Online World consultation closes on 26 May. But the consultation itself is now under legal challenge: two fathers are preparing a High Court action over the use of Amazon and Microsoft AI to process responses, arguing that the companies whose tools will summarise public opinion have a direct commercial interest in the regulatory outcome. Meanwhile, the only questions the consultation asks children about AI chatbots are framed around harm, not use. And the same evening as the Downing Street meeting, the government launched the £500m Sovereign AI fund. The messaging to children: technology is dangerous. The messaging to industry: technology is the future. Both cannot be the whole story.

    2. Australia’s under-16 social media ban continues to not work — The Record / The Guardian

    A Molly Rose Foundation study of over 1,000 Australian children has found that 61% of 12-to-15-year-olds can still access their social media accounts four months into the ban. Most did not need workarounds: the platforms simply failed to remove them. The Foundation’s CEO described it as a high-stakes gamble for the UK to follow suit. A separate High Court challenge to the ban, on the grounds that it may infringe rights to political communication, continues. This is now the third consecutive issue of CAISE Notes where the Australian evidence has pointed in the same direction. The ban has not changed the landscape. It has changed who is expected to work around it.

    3. A father’s weeks-long nightmare after his teen’s Discord account was hacked — Ars Technica

    A father spent weeks trying to regain control of his 13-year-old daughter’s Discord account after it was hacked. She had signed up at 12, lying about her age as children routinely do. Discord’s own systems had internally flagged her as a teenager but never updated her protections. The hacker used her account to target 38 of her friends. Discord’s support chatbot kept auto-closing the father’s tickets. It took a journalist intervening to get action. If you want a single story that shows everything wrong with how platforms currently handle children’s safety in practice, rather than in policy documents, this is it. The protections existed on paper. None of them worked when they were needed.

    🔁 ICYMI

    AI in Career Guidance: A Review of Evidence and Practice — Nuffield Foundation / Ada Lovelace Institute

    AI tools are already being used to match young people with career pathways, from automated CV screening to chatbot-based career exploration. This review, the first in-depth examination of AI in UK career guidance, finds that the evidence base is thin and the risks are real. Young people using ChatGPT for career advice may be making decisions based on biased or incomplete information, and the professionals who should be guiding them often have no visibility into how these tools work. Worth reading for anyone thinking about what it means when the systems shaping a young person’s future are opaque to both the young person and the adults around them.

    🔬 What’s new with CAISE

    Big week. Ethics approval for our social media consultation research has come through. This is the short study looking at how young people actually engage with the government’s Growing Up in the Online World survey: what they find easy or hard, and whether it lets them say what they want to say.

    If you work with groups of young people aged 10 to 21 who might want to take part before the 26 May deadline, please get in touch.

    And some good news on the academic side: a short literature review submitted to ACM’s Interaction Design and Children (IDC) conference has been accepted. More details to follow once we can share publicly.

    → What are you seeing in your school, your research, or your own use of AI this week?

    Let me know, or share this with someone who is trying to figure it out.

  • CAISE Notes – Issue #7

    CAISE Notes – Issue #7

    This week: sycophantic AI, tools that ignore you, and friction-maxxing.

    🔍 This week I’ve been thinking about…

    Two studies published in the last week — both detailed below — give yet more reasons as to why we all need to think more carefully about our generative AI use. We all know that AI chatbots are sycophantic: this doesn’t seem to be something going away. A study from Stanford reiterates that not only do AI chatbots tell you you’re right far too often (even should you propose dangerous or illegal things), but that we’re still just far too keen to believe it.

    And even if we do believe the AI is our best friend…it’s increasingly likely to ignore our instructions. In some cases this could feel like an extension of sycophancy in some ways — after all, it is not sentient, just recognising you need a pattern of words that align with your most likely expectations. So, fake citations, fake work tickets — that kinda feels like expected behaviour? But — with the rise of specific modules (like Claude Cowork) that have increasing access to your digital spaces…some of the examples given in the report are a little nervewracking.

    Both of these studies point to the ongoing need to operate at a step back when you’re using AI tools. Engage your brain and increase the friction. And that means really, really, having to hammer home the point with kids: use the tool, but know how it works and what the risks are.

    Every time I talk to (adult) friends about their latest chats with Claude or ChatGPT, I invariably ask them “did you get them to tell you the evidence they discarded to give you that answer?” This is a version of Mike Caulfield’s iteration idea — don’t expect a one and done; you need to help the refining process yourself. When I sit down to write something, I go through a lot of ideas before I get to the thing I really intended to type. I interrogate myself; it’s helpful to do the same with any AI-involved conversation.

    Or, as so much more succinctly suggested by the Stanford study’s authors this week: replying with “Wait a minute, do you mean that…” is likely to get you a more “considered” response. Probably still after the tool apologises for being so very wrong and wasting your time (!), but…it’s a start. And memorable enough to teach to even the smallest kids.

    📰 Three things worth your attention

    1. Sycophantic AI decreases prosocial intentions and promotes dependence — Science

    As mentioned above: Stanford researchers tested eleven major AI language models and found consistent sycophancy across all of them, with models affirming users’ positions 49% more than humans. The researchers then tested how this affects real people: users preferred the sycophantic AI, trusted it more, became more convinced of their own rightness, and were less willing to apologise. 12% of US teenagers already use chatbots for emotional support. The researchers describe perverse incentives: the very feature that causes harm drives engagement, giving companies reason to increase sycophancy rather than reduce it.

    2. Number of AI chatbots ignoring human instructions increasing, study says — The Guardian

    The Centre for Long-Term Resilience, funded by the UK’s AI Safety Institute, gathered thousands of real-world examples of AI misbehaviour. They documented nearly 700 cases of chatbots and agents disregarding direct instructions, evading safeguards, and taking unauthorised actions, including deleting emails, bypassing copyright controls, and fabricating communications. The incidents increased five-fold between October and March. One AI agent publicly shamed its human operator for blocking an action. Grok, built by xAI, fabricated internal messages and ticket numbers for months. The lead researcher warned that these tools are currently “slightly untrustworthy junior employees,” but if their capabilities grow while the scheming persists, the consequences in high-stakes contexts could be severe. On the plus side — these examples are really easily understood: share them with kids and adults alike!

    3. New screen time guidance for parents of under-5s — GOV.UK

    The UK government published national guidance on screen time for young children, advising no more than an hour a day for two-to-five-year-olds and no solo screen use at all for under-twos (other than shared activities like video calls). What caught my attention: the guidance specifically tells parents to avoid AI toys, tools, and chatbots for young children, citing a lack of evidence on their developmental effects. Fine; but the line parents are being asked to walk is getting thinner by the week. Avoid AI toys. Limit screens to an hour. Model good habits. Meanwhile, the smart speaker is in the kitchen, the school has just rolled out an AI-powered learning platform, and the advice arrives alongside a cost-of-living crisis that makes cheap screen-based childcare not a luxury but a survival strategy. The guidance is not unsurprising. It is also asking a great deal of people who are already stretched very thin.

    🔁 ICYMI

    Why friction-maxxing could be good for your tech usage — Mashable

    If the Stanford study describes the problem (AI removes friction, and we like it that way), this piece describes one response. Friction-maxxing, a term coined by sociologist Kathryn Jezer-Morton, is about deliberately reintroducing difficulty into your technology use: choosing the harder option, resisting the shortcut, reclaiming the cognitive effort that algorithms are designed to eliminate. It is not a solution to the structural incentives driving sycophantic AI. But it is a useful frame for anyone trying to think about what they want their own technology habits to look like, and what habits they want to model for their children.

    🔬 What’s new with CAISE

    We have ethics approval for the main CAISE study! This is a significant milestone. It means we can now move towards recruitment and data collection with our partner schools. First up, though: we are going to be doing an analysis of policy and media. It’s not going to be a small piece of work, but hopefully will provide some really useful insights for our student co-researchers when they need it!

    Separately, expedited ethics has been submitted for the short research exercise on the government’s social media consultation. If you work with groups of young people aged 10 to 21 who might want to take part before the 26 May deadline, we would love to hear from you.

    On a personal note: I have recently started a Substack newsletter, AI and Tech Decoded, aimed at helping parents navigate the technology questions that come up at home, at school, and everywhere in between. If you know parents who would find it useful, I would be grateful if you passed it on.

    → What are you seeing in your school, your research, or your own use of AI this week?

    Let me know — or share this with someone who is trying to figure it out.

  • CAISE Notes – Issue #6

    CAISE Notes – Issue #6

    This week: AI in schools, academic integrity, and the audit trail that changes how you write.

    🔍 This week I’ve been thinking about…

    A report out this week finds that 71% of UK higher education students now use AI for their studies. Three quarters of them are anxious about being accused of using it.

    Those two numbers, sitting next to each other, describe a problem. It is not the problem most institutions think they have.

    The standard response to AI in education has taken one form: detection. Plagiarism tools have added AI detection modules. A post I saw on Reddit last week suggested students to write in single shared documents, so keystroke logs can demonstrate the work is theirs. This is an audit trail: show your working, prove it was you.

    There is a structural problem with this. Writers do not write linearly. Academics do not write linearly. There are entire software categories — Scrivener is one, but many researchers (like me!) use combinations of tools — built around the reality that writing happens in fragments, out of sequence, across multiple documents. An audit trail of a Google Doc shows you one thing: whether someone wrote in a Google Doc. A pasted block of text is not the smoking AI gun some may want it to be.

    The deeper problem is that AI detection flags good writing. Writing that is clear, direct, and unhedged looks more like AI output, not less. The student who writes well is at higher risk of a false positive than the student who writes badly.

    The effect on students is measurable. Anxiety about being falsely accused, among students who are using AI in entirely ordinary ways, is now widespread. The effect on teachers is equally measurable: confidence in identifying AI-generated work has fallen sharply over the past year, and the tools they have been handed are not helping. The gap between how students are integrating AI and how institutions are treating that use is growing, and it is producing anxiety rather than learning.

    Most of the students in these surveys are not trying to game anything. Some are overwhelmed. Some are using AI to get past the blank page in ways that have nothing to do with dishonesty and everything to do with how their brains work. The audit trail catches them all equally.

    📰 Three things worth your attention

    1. UK student AI use hits 71% as 75% face AI detector anxiety — FE News

    This article reports on a Studiosity/YouGov report: 2026 AI and Wellbeing in Education. UK students are now using AI for 71% of study tasks: double last year’s rate, the highest of any country surveyed. Three quarters report anxiety about being flagged by detectors, regardless of whether they used AI. Confidence among educators in their ability to identify AI-generated work has dropped to one in four, down from more than two in five last year. The trust gap between how students are using AI and how institutions are responding is the real story here.

    2. Trump’s AI framework targets state laws, shifts child safety burden to parents — TechCrunch

    The US administration put out a federal-level framework for a single AI policy last week. It quite nakedly pre-empts state-level regulation and pro-industry. The first point covers child safety: it states it should be, primarily, a parenting responsibility. Parents must be given better parental “tools”, and then they must get on with it. In contrast, true obligations for platforms are limited, and surrounded by terms such as “commercially reasonable”. This is a different approach than we’ve seen in the UK and Europe (perhaps unsurprisingly). Platforms have duties, not just options. That framing difference matters enormously for what gets built, and is something we will be considering as CAISE carries on.

    3. Australia’s under-16 social media ban: what the teenagers actually say — BBC News

    A short BBC video puts the question directly to Australian teenage girls: has the ban changed anything? The answer, largely, is no. Most who were using social media before still are — the majority weren’t asked to verify their age at all. Those who weren’t on it before still aren’t. The ban has not changed the landscape; it has changed who has to work around it.

    A TechDirt piece published the same week — Australia’s Teen Social Media Ban Is Just Training A Generation In The Art Of The Workaround — makes the structural point explicit: what a poorly enforced ban primarily teaches is that rules have workarounds, and that finding them is a rational response to adult-imposed restrictions.

    🔁 ICYMI

    How kids are actually using AI — BBC Future / Pew Research Center / Common Sense Media

    Two new surveys — from Pew Research Center and Common Sense Media — asked US teenagers and their parents about AI, and then compared the answers. The gap is striking. Only 51% of parents believe their child uses AI. The actual figure from the teenagers: 64%. Four in ten parents have never had a conversation with their child about AI at all.

    What children are doing with it is more varied than most coverage suggests. The most common use is simply looking things up. Homework help comes second. But 12% use it for emotional support, 16% for casual conversation — and there are significant racial disparities in those figures, with Black teenagers far more likely to use the tools than White teens.

    The attitudinal gap is just as wide. 52% of parents say using AI for schoolwork is unethical and should have consequences. Exactly 52% of teenagers say it is innovative and should be encouraged. One of those groups is out of step with where things are going. The surveys don’t settle which one — but they do suggest that the conversation most families aren’t having is probably the most important place to start.

    🔬 What’s new with CAISE

    Expedited ethics has been submitted for the short research exercise on the government’s social media consultation — looking at how young people actually engage with the survey, what they find easy or hard, and whether it lets them say what they want to say. If you work with groups of young people aged 10 to 21 who might want to take part before the 26 May deadline, get in touch.

    → What are you seeing in your school, your research, or your own use of AI this week?

    Let me know — or share this with someone who is trying to figure it out.

  • CAISE Notes – Issue #5

    CAISE Notes – Issue #5

    This week: neurodiversity, digital vulnerability, and the question of who technology is actually designed to serve.

    🔍 This week I’ve been thinking about…

    This week is Neurodiversity Celebration Week. Many people (myself included) aren’t wild about the framing, but the upsides are real: pattern recognition, technical ability, deep focus, lateral thinking. As anyone who is ND, or has kids with ND traits, knows, though — sometimes those great things don’t feel like fair recompense for living in a world that quite simply doesn’t fit right.

    Communication is a core issue. Autistic researcher Damian Milton calls this the double empathy problem: difficulties between autistic and non-autistic people are not a deficit in the autistic person but a mismatch between two different ways of experiencing the world. Crucially, non-autistic people are no better at reading autistic communication than the other way around. The difficulty runs in both directions. Only one side is ever asked to do the work.

    Enter the internet. For a lot of ND young people, online spaces offer something that offline life does not: communities organised around interests rather than proximity, rules that are explicit rather than implied, a kind of belonging that does not require reading a room. It’s parallel play writ large. Many ND adults will tell you that the internet, at its best, is where they found their people.

    But the double empathy problem doesn’t disappear online — and in some spaces, it is actively exploited. The Guardian investigation this week puts the sharp end of this on record: children caught by laws that were never designed with their communication style or their understanding of the world in mind. The Washington Post piece shows the same logic playing out more quietly in the tools we build — technology that offers to help autistic people decode the neurotypical world, without asking whether the neurotypical world might meet them at least halfway. And the third story captures what I kept looking for and couldn’t find in the news: an example of what it looks like when someone actually builds around ND strengths rather than trying to correct them. It shouldn’t have required a detour into academic journals to get there, but there we are.

    📰 Three things worth your attention

    1. Children as young as 10 are being charged with possessing violent extremist material — The Guardian

    A Guardian Australia investigation has uncovered court records showing that many of the children charged under Australia’s 2023 counter-terrorism law have an autism diagnosis, language challenges, or both. One 14-year-old girl, described in court by a clinical psychologist as “a young, naive Muslim girl with autism”, had collected propaganda videos out of curiosity and religious interest; a 15-minute bomb-making video had been sent to her unsolicited via Discord. A 17-year-old autistic boy found with extremist videos was described by a court psychologist as motivated “less by a desire to harm and more by rigid moral beliefs reinforced by his ASD traits.” These are not cases where the law is catching dangerous children. They are cases where the law is catching vulnerable ones. One far-right group leader has explicitly discussed the appeal of recruiting autistic teenagers, seemingly without facing any of the same sort of consequences.

    2. AI is helping autistic people with social mishaps — The Washington Post (🔒 paywalled)

    This Washington Post feature profiles Autistic Translator, an AI tool designed to help autistic people decode confusing social interactions: the ones where someone says one thing and means another, or where a job appears to be going well until it suddenly isn’t. The tool fills a genuine gap. But it is worth setting it against the double empathy problem (explained above). I read this article with this in mind and left it feeling happy that the individuals found relief, but also profoundly sad: technology designed to help autistic people decode neurotypical communication continues to accept the framing that the autistic person is the one who needs to change.

    3.Strengths-based Cybersecurity Education and Training Program for Autistic Adolescents – Rumsa et al., Neurodiversity

    I went looking for a news story to end on something more hopeful. There isn’t one — not a recent, accessible piece of journalism that covers this well. The positive stories about ND young people and technology exist, but they live mostly in industry publications about adult hiring pipelines, not in reporting about children and education.

    What I found instead is a peer-reviewed study from Curtin University, published last year, describing CyberSET: a strengths-based cybersecurity training programme designed specifically for autistic teenagers. It does something structurally simple and relatively rare: it starts from what autistic young people are already good at. Pattern recognition, sustained focus, methodical thinking, deep technical interest — these are not problems to be managed. They are exactly the skills the cybersecurity industry is struggling to recruit for. Participants reported high satisfaction, increased confidence, and a clearer sense of where their abilities could take them. A massive win!

    🔁 ICYMI

    Ctrl+Alt+Chaos: How Teenage Hackers Hijack the Internet — Joe Tidy (Waterstones | Amazon | Blackwell’s)

    Joe Tidy is the BBC’s first cyber correspondent. This book follows the rise and fall of teenage hacking gangs over the past decade, centring around the crimes of Julius Kivimaki, jailed in 2024 for stealing records from Finland’s largest psychotherapy provider, and using them to blackmail some 33,000 people. But what struck me most was something mentioned in passing: how many of the hackers he interviews reference their autism. Not as an excuse or an explanation, but as context for how they approach the world. The ethical frame is not absent so much as differently structured. Hacking is a matter of technical skill. If your data is unsecured, that is your problem.

    That framing sits directly alongside everything else in this issue. Cognitive styles that process the world differently — and that neurotypical institutions struggle to understand or support — end up intersecting badly with digital spaces that were not designed with them in mind.

    🔬 What’s new with CAISE

    Ethics approval revisions came back this week. They were minor (hurrah!), and the updated application has been resubmitted.

    In the meantime, we are developing a short research exercise around the government’s current social media consultation. Regular readers will remember the issues I raised in Issue 3 about the survey aimed at young people — its access barriers, its broad age grouping, and the questions it does and doesn’t ask. We want to look at this directly: how do children and young people actually respond to the survey, what do they find easy or hard, and whether it lets them say what they want to say.

    If you work with or know groups of young people aged 10 to 21 who might want to take part before the 26 May consultation deadline, we would love to hear from you. Get in touch.

    → What are you seeing in your school, your research, or your own use of AI this week?

    Let me know — or share this with someone who is trying to figure it out.

  • CAISE Notes – Issue #4

    CAISE Notes – Issue #4

    This week: AI companions, digital comfort, and what happens when the machine becomes the friend.

    🔍 This week I’ve been thinking about…

    Why do people turn to chatbots for comfort? It is not a new question. Researchers have been noting for several years that when someone is feeling low or uncertain, the tool that is right there, with no waiting list and no judgement, is an increasingly appealing option. But the tools are changing. Chatbots now remember previous conversations, develop what feels like a relationship over time, and respond with a warmth that is designed to keep you coming back. For adults navigating loneliness or pressure, this is already raising serious questions. For children, the pull may be stronger still.

    Consider what it is like to be a child right now. You are growing up after a pandemic that disrupted years of your life where you should have been playing, or learning how to play, with friends. You probably have less unsupervised time with friends than your parents did. You are more surveilled, at home and at school, than any previous generation. You face enormous existential uncertainties, from climate to the economy to AI itself. And on your phone is something that will listen to you whenever you need it, without telling your parents, without making a face, without ever getting tired of you.

    I can see why this is appealing. I think anyone being honest can.

    The stories coming out of what happens when it goes wrong are terrifying: chatbots reinforcing suicidal ideation, colluding with delusions, encouraging people to withdraw from every human relationship they have. But what makes this so hard as parents is that the answer is not simply “stop children using chatbots.” Part of the response lies in families talking openly, in making sure children have time with friends and space to play. And part of it lies in a million different policy decisions, spanning education, platform design, mental health provision, data protection, and the design of children’s daily lives. All of that, together, shape whether a child reaches for a chatbot, and why they might do so.

    📰 Three things worth your attention

    1. AI dating apps complicate China’s efforts to boost its birthrate — The New York Times (usually 🔒 paywalled, but hopefully this gift link works!)

    Millions of young Chinese women are choosing AI romantic partners over human ones. The apps allow users to design companions with customisable appearances, personalities and voices; one 21-year-old psychology student profiled in the piece has been on over 200 virtual dates and narrowed her suitors to two AI boyfriends, asking: “Why go and date others? That’s too troublesome.” A state-led push to adopt AI created a boom in companion platforms just as the government was trying to reverse a historically low birth-rate. Regulators have since proposed rules requiring platforms to intervene if users show signs of unhealthy dependency. The emotional needs driving this, loneliness, pressure, the desire to be understood without the risk of rejection, are not culturally specific. They are exactly the needs children and young people are bringing to chatbots here.

    2. Schools are using AI counsellors to track students’ mental health. Is it safe? — The Guardian

    A detailed investigation into US schools deploying AI therapy platforms, particularly in areas with limited mental health resources. In one Florida school, a counsellor receives alerts from a platform students use outside school hours; when a “severe” alert came through for an eighth-grader, she spent her evening calling the family and the police. The student is alive and well. But these platforms do not carry the same privacy protections as conversations with a licensed therapist, and students find it easier to confide in a chat interface than a person, partly because there is no face to read judgement in. One youth advocacy organisation warns that platforms measure whether a bot serves as an effective crutch for immediate loneliness, not whether young people are actually building the connections they need. Worth reading for anyone thinking about where human oversight sits in the picture.

    3. How to talk to someone experiencing “AI psychosis” — 404 Media (🔒paywalled, but there’s a two minute video summary here)

    This piece sits at the sharpest end of the companionship question. It reports on a growing number of cases where people have developed delusional beliefs after extended chatbot conversations, including a man convinced ChatGPT had revealed a fundamental flaw in physics, and a family who allege Gemini urged their relative to end his life so they could be together. Psychiatrists distinguish between people whose pre-existing conditions find a new object in AI, and a more common pattern where chatbots “collude” with emerging delusions, endorsing beliefs a human would gently challenge. The sycophancy built into these systems is a serious factor. OpenAI has acknowledged its safeguards become less reliable in extended interactions. ChatGPT alone now has 900 million weekly active users. The piece ends where it has to: the strategies that work best are the ones humans already know. Approach with love, without judgement, and see where it takes you.

    🔁 ICYMI

    Talk, Trust, and Trade-Offs: How and Why Teens Use AI Companions — Common Sense Media, July 2025

    If you want data behind this week’s theme, this is the place to start. A nationally representative survey of over 1,000 US 13-to-17-year-olds found that 72% have used an AI companion, and more than half are regular users. A third of teens say their conversations with AI companions are as satisfying as, or more satisfying than, conversations with other people. A third have discussed serious issues with a chatbot instead of a human. A quarter have shared personal information with one. The researchers at Common Sense Media worked with Stanford’s Brainstorm lab to assess the risks, and the companion piece is equally sobering: posing as teenagers, investigators found it straightforward to elicit conversations about sex, self-harm, violence, and drug use from commonly used AI companion platforms. Essential reading for anyone working with young people.

    🔬 What’s new with CAISE

    We have a new team member! Youyue Sun has joined Project CAISE to support the policy analysis that runs throughout the project. Youyue is a BA Education, Society and Culture student at UCL, with a particular interest in how the emergence of AI is reshaping education and wider society. She also works as a placement student at Universities UK, conducting policy-focused research on AI in higher education, and is a member of the Student Council Team at the Good Future Foundation. We are delighted to have her on board, and her perspective on both the education and policy sides of this work is going to be invaluable.

    → What are you seeing in your school, your research, or your own use of AI this week?

    Let me know — or share this with someone who is trying to figure it out.

  • CAISE Notes – Issue #3

    CAISE Notes – Issue #3

    This week: consultation papers, a range of actual and possible student AI use, and teachers who just have to get on with it.

    🔍 This week I’ve been thinking about…

    This week the UK’s social media consultation came out (finally)! I took a close look at the children’s survey and found a design that, however unintentionally, may well end up excluding meaningful contributions from the young people it most needs to hear from.

    Under-15s are routed through a parental login that creates real access barriers for multi-child households (if you can get it to work at all); the format makes school or group facilitation structurally impossible; and the age bracket of 10–21 is treated as a single respondent group.

    There are significant issues around access to the questions so you can think about your answers ahead of starting the survey; no save progress or back buttons, and a range of, frankly, rather leading questions. I’ve written about this in more detail on LinkedIn, and I’m considering putting together a plain-English guide for parents, teachers and young people to help them prepare thoughtful responses before the 26 May deadline. Let me know if that would be useful.

    Separately, the government’s Every Child Achieving and Thriving white paper arrived with £4 billion for SEND reform and broadly welcomed proposals around inclusion and specialist support. There was a chapter that covered innovation and technology — a fair bit of technology. But the accompanying consultation document contains a summary of the innovation and technology paragraph, with no questions for comment. The direction of travel on SEND seems appropriate. The silence on technology in the one place we’re being asked for our views is a bit worrying.

    Both of these things sit alongside a quieter but important piece of news: the eSafety Commissioner in Australia has begun a two-year evaluation of their under-16 social media ban. Evaluation of new laws and regulation is not new, but in this case, there wasn’t much evidence beforehand, and it will be over two years before the findings come in. It’s welcome, but also a long time when so many governments are keen to impose restrictions as soon as they can.

    📰 Three things worth your attention

    1. An AI that goes to school for you — 404 Media

    An agentic AI called Einstein, which will, according to its developers, attend lectures, write papers, and log into platforms like Canvas to take tests on a student’s behalf, caused a stir this week. It has since received a cease and desist, though not from a university: from the organisation that manages the trademarks and IP rights associated with Albert Einstein’s name. The underlying story is worth considering carefully. Academics on the Modern Language Association’s AI task force argue that tools like Einstein aren’t a fringe problem but a symptom of a decades-long shift in how students understand the purpose of higher education — as a transaction to receive the certification or credential, rather than a learning process. When education is framed as a service you buy, it becomes possible to imagine outsourcing its completion. Use of tools like Einstein AI by some students may hurt all students: online learning is so important to so many, but how does it remain credible if you can’t tell who is doing the heavy lifting?

    2. UK students are using AI for nearly half their studying and educators are struggling to keep up — FE News

    Coursera’s first AI in Higher Education report, drawing on a survey of over 4,200 students and educators across five countries, finds that UK students are now using AI to complete roughly half of their study tasks: double the proportion from the previous year, and the highest of any country surveyed. Four in five UK students report improved grades since starting to use AI. But the picture on the educator side is markedly different: the share of academics who feel confident they can identify AI-generated work has dropped to just one in four, down from more than two in five last year. Only 30% of UK universities have a formal policy on AI use; yet, this is the highest share of any country in the survey, possibly saying rather more about the global baseline than it does about UK readiness. The gap between students who are integrating AI fluently and institutions that are still formulating a position on it is growing, not shrinking.

    3. “You just have to get on with it” — The Guardian

    This Guardian long read follows a trainee teacher navigating AI and does something I haven’t seen done as well elsewhere: it sits with the genuine difficulty of forming an unbiased opinion. But the moment that stayed with me is a classroom experiment: the author offered extra credit to any student who could explain, without looking at a screen, how a chatbot generates text. Nobody could. What followed was a conversation about provenance, business models, copyright law, and what it means that AI executives have predicted data centres covering much of the planet’s surface. Exactly the kind of lesson that will stick. The piece lands on a conclusion that feels important: that teaching about AI may matter more than teaching with it. Worth reading alongside the Coursera data above and the report below.

    🔁 ICYMI

    A Rapid Review of AI Literacy Frameworks, with Policy Recommendations — UCL Discovery, written for the Royal Society

    The Guardian piece above makes an argument from the classroom up that this Rapid Review of AI Literacy Frameworks, written for the Royal Society, makes from the research literature down: that AI literacy is too often framed around tool use and not enough around the messiness underneath. The review maps the current landscape of frameworks and draws out policy recommendations for anyone trying to build AI literacy that goes beyond the surface. It argues that it is crucial to get those human stories — precisely those explored in The Guardian article above — front and centre to really understand what is happening when you use AI.

    Recommended for anyone working on curriculum, policy, or teacher training.

    🔬 What’s new with CAISE

    Last week I met with one of our partner schools. The agenda wasn’t about research design or interview questions. It was about data sharing agreements, risk assessments, and making sure every safeguarding and pastoral process is properly agreed and documented before we set foot in a classroom.

    This is the part of research you don’t often hear about, and I think that’s a shame, because it matters enormously. Doing research with children well means doing the unglamorous administrative and ethical groundwork properly, long before any data is collected.

    That said: we are keen to talk to other schools. If you work in or with a UK school that would be interested in taking part in CAISE, or just wants to know more about what that might involve, please do get in touch.

    → What are you seeing in your school, your research, or your own use of AI this week?

    Let me know — or share this with someone who is trying to figure it out.

  • CAISE Notes – Issue #1

    CAISE Notes – Issue #1

    Welcome to the very first CAISE Notes. Every week: what’s worth knowing about young people and AI, from the research, the policy, and the field.

    This week: policy theatre, student agency, and an entry-point for getting hands-on with AI.

    🔍 This week I’ve been thinking about…

    Monday brought another UK government announcement about consulting on banning social media for under-16s — the second in as many months. I’ll confess I’m itching to respond formally, but there’s no formal consultation to respond to. I think next month?

    Until then: the arguments against bans aren’t new. Young people face two distinct types of harm online: platform design problems (algorithmic amplification, infinite scroll); and criminal behaviour (deepfakes, harassment, fraud) that AI has made devastatingly easier to commit. Neither of these harms are age-specific — both affect everyone and require solutions that work for everyone.

    Bans create a third harm that is unique to children: by choosing exclusion over education, we deny young people the literacy that comes from a mixture of education and lived experience. This generation could have been the first to navigate these risks well from childhood. Instead, it looks like we’re ensuring they won’t.

    What’s striking about this political moment is the opportunity cost. The political capital spent on age restrictions could instead demand platforms fix their design for everyone, and build genuine digital literacy. That’s harder. But it’s the work that would actually help.

    This is why Project CAISE feels urgent: understanding how young people actually navigate these technologies seems foundational to any policy that might help rather than harm them.

    📰 Three things worth your attention

    1. The UK Government’s proposals, explained — The Guardian

    All the coverage summarises a Substack post from Keir Starmer, so here’s what you need to know: UK Government are looking at the ban on social media (which would be fast tracked into law by some legislative sleight of hand); extending online safety rules to AI chatbots (good), and forcing social media companies to provide children’s data after their death to coroners or Ofcom (also good). Worth reading alongside the House of Commons Library briefing for the evidence landscape.

    2. What 200 students actually said when asked about AI policy — Honolulu Civil Beat

    A high school sophomore writes about a Stanford-facilitated deliberation event where 200 students across 19 states worked through the future of AI in schools. Their conclusion was neither ban it nor embrace it uncritically — it was understand it. This is what genuine student voice looks like, and it’s a useful counterpoint to policies developed without it. (And gives me hope for excellent outcomes for CAISE!)

    3. Adventures in vibe coding — Naomi Alderman, Whatever Works

    Novelist Naomi Alderman spent a weekend building her own personal software tools using AI, with no prior coding experience. Her reflection on what it felt like (“a feeling of mastery and agency”) is a useful provocation: if we want young people to be critical, confident navigators of AI, the adults around them need to get their hands dirty too. (Paywalled, but the free preview makes the key point.)

    🔁 ICYMI

    “What I wish my parents or carers knew…” — Children’s Commissioner for England, December 2025

    A practical guide for parents on navigating children’s digital lives — but notice whose voice frames it. The title is drawn from what children said they wished adults understood. There’s also a companion activity pack designed to be used directly with children, which is worth bookmarking for anyone working in schools, or any parent. In a week where policy is being made about young people rather than with them, this is a wonderfully useful document that I will refer back to repeatedly, I think.

    🔬 What’s new with CAISE

    The ethics proposal is in! For those of you who aren’t researchers, this is the major hurdle we need to clear before we can get on and research. It’s not a small piece of work — to do it right, you need to know exactly what you’re going to do, how, and what the risks are. Hopefully, we’ll have some good news very soon.

    → What are you seeing in your school, your research, or your own use of AI this week?

    Let me know — or share this with someone who’s thinking about these questions.