Teachers warn AI is eroding pupils’ critical thinking in England

TL;DR: A National Education Union poll of 9,000 secondary school teachers in England found two-thirds have observed declining critical thinking among pupils who use AI. Nearly half oppose the government’s plan for AI tutoring tools, and 49% of schools still lack any AI usage policy.

A major survey by the National Education Union has laid bare growing tension between the government’s push for AI in classrooms and the reality teachers are seeing on the ground. The poll, released at the NEU’s conference in Brighton, found that 66% of secondary school teachers have observed pupils losing their capacity for independent thought as AI tools become more embedded in daily learning.

Classroom concerns clash with government ambitions

The findings sit uncomfortably alongside the Department for Education’s January announcement of AI tutoring tools intended to provide one-to-one support for up to 450,000 disadvantaged pupils. Education Secretary Bridget Phillipson framed the initiative as a way to democratise access to personalised learning.

But the profession is pushing back. Of those surveyed, 49% opposed the AI tutor plans, with just 14% in favour. Teachers raised concerns that disadvantaged pupils in particular need human connection, not algorithmic support. “Students who need tutors often need more than academic support. AI will not give them that,” one respondent said.

The policy gap

Despite growing AI use in schools, governance has not kept pace. Almost half of schools surveyed have no AI policy for staff or students, and 66% lack student-specific guidelines. Meanwhile, teacher adoption has surged: 76% now use AI for day-to-day work, up from 53% last year — primarily for creating resources, lesson planning, and administration.

This gap between adoption and oversight creates an unregulated space where, as one teacher put it, “staff are not trained to use it properly, but are using it and it’s producing sub-standard slop.”

Looking forward

NEU general secretary Daniel Kebede warned the government is “taking a risk in rolling out AI tutoring before its impacts are properly understood.” The survey highlights a growing disconnect between policy ambition and classroom experience that will need addressing as AI tools become more prevalent in UK education. With schools struggling to implement basic AI policies, the case for comprehensive guidance and teacher training grows stronger.