Understand the role of digital resilience and citizenship in empowering primary pupils with AI, with David Morris and Andrew O’Hagan.
The adoption of artificial intelligence (AI) in education over the past few years has seen it being used as a tool for student focused learning, teacher collaboration, enhanced communication and much more. This rapid integration is expected to reshape the educational landscape in both the UK and across education systems around the world. AI is often currently used by students for homework support and by teachers for administrative tasks, but in the upcoming years, the technology is likely to be fully embedded in many school-wide processes and everyday teaching practices.
AI and the ‘anxious generation’
While AI has become a force for good on many fronts, this new major shift in technology also comes at a time when mental health is at crisis point for many people within the general public. According to social psychologist and author Jonathan Haidt, technology is a major contributor to mental health issues among young people. In his book, The Anxious Generation (2024), Haidt argues that the rewiring of childhood by smartphones and social media has resulted in a significant increase in anxiety, depression and other mental health issues in children and teenagers. 1
Factors such as fragmented attention span and societal pressures from social media are also important when considering the impact of AI. Without careful guidance, AI may deepen the worries that many young people already carry. A few might fear that machines could replace them, while others feel driven to live up to standards that no person can truly reach. These scenarios are far from guaranteed, and teachers can ease the pressure by showing pupils how to use AI in balanced and sensible ways.
Children and AI: the classroom and beyond
AI is already a common presence in schools, supporting many aspects of learning such as homework and personalised learning. One example is Sparx Maths, an AI-powered platform that lets pupils work through maths at their own pace, by adjusting homework tasks according to their progress. Many students also turn to AI chatbots for quick homework help, complete with explanations and examples.
The boundary between classroom use of AI and personal use at home is becoming less clear and this needs to be at the forefront of decision-making for school staff, governors and educational policymakers.
A child can move from using an AI program for a history project straight into a generative tool for writing a story in the evening. This shift has clear advantages: information is easier to reach and learning can be shaped to the needs of each pupil. But it also raises new worries. Some children feel pressure to keep up with the polished work AI can produce, while others risk leaning too heavily on these tools instead of developing their own critical thinking.
Digital resilience and citizenship in primary schools
Digital resilience means helping our students use the online world with confidence whilst staying safe. This topic of safer technology use teaches students to notice potential risks, cope with and navigate problems, as well as bounce back when things go wrong. In Key Stage 1 (KS1), digital resilience can be taught through more foundational, hands-on lessons. Teachers may often use short stories, group discussions and role-play or explore clear comparisons to help children see that the internet (much like our school community) has rules that keep all users of all ages safe. As they move up into Key Stage 2 (KS2), pupils are ready for richer and deeper discussions. Lessons at this stage use real examples from online life, giving children the chance to question what they see, talk about online reputation and think carefully before they share. Because these ideas are built into the curriculum year after year, digital resilience becomes something children practice regularly rather than just hearing about once.
Another key concept within the wider learning topics of technology use and computing, is digital citizenship. At its heart, digital citizenship means helping children and young people use online spaces positively, safely and responsibly. When children learn about digital citizenship, they begin to understand how to take control of their online lives, use sophisticated technology positively and make choices that keep themselves and others safe. In many schools, digital citizenship is taught through focused lessons or built into the wider PSHE curriculum that pupils follow each week.
Summary
To prepare students for the future, teachers and school leaders need to integrate digital resilience and digital citizenship into the core of the school’s curriculum. This knowledge empowers children with the skills to manage the risks they may face when using artificial intelligence and AI enabled technologies.
Reference
- Haidt, J. (2024) ‘The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness’. Penguin Press: New York
Authors
Andrew is a primary trained teacher with over eight years of experience in KS2 classrooms and now teaches mathematics in secondary schools. He brings a unique perspective that bridges primary and secondary education, helping students transition successfully and supporting learning needs in particular for KS3 classrooms. Andrew also works as a consultant and advisor for the Muse Wellbeing platform and contributes to its curriculum writing and blog articles.
David is the founding Director of Muse Wellbeing and a passionate course and curriculum creator. He has led KS2 teaching as well as whole school computing initiatives, developing innovative curriculum resources that engage learners and support teachers. His work focuses on building high quality learning content that makes PSHE, RSE and wellbeing education engaging, practical and impactful for schools.
