By Afifa Khanam, New York
Artificial intelligence and digital technology have become an increasingly visible part of children’s lives, both inside and outside the classroom. As schools navigate the opportunities and challenges created by these rapidly changing technologies, New York City Public Schools has taken a significant step toward defining how AI and screen use should be approached in its schools. The Chancellor’s Guidance on Artificial Intelligence (AI) and Screen Time establishes new expectations for student use of generative AI and individual screen time, with stronger restrictions for younger students and more structured opportunities for older students. The guidance reflects a central concern: technology should enhance learning without replacing the human interaction, critical thinking, reading, writing, collaboration, and relationships that are essential to a child’s education.
For parents, educators, and students, however, the policy raises important questions beyond what is permitted or prohibited. How will these guidelines affect everyday classroom instruction? How will schools monitor and enforce them? Will parents feel reassured by the restrictions or concerned about whether schools have the resources to implement them consistently? And how can schools prepare students to use AI responsibly while protecting the skills and experiences that technology cannot replace? This article examines the Chancellor’s guidance, the potential impact on students and families, and the practical questions schools will face as they put the new expectations into practice.
Summary of the Chancellor’s Guidance on AI and Screen Time
For the 2026–27 school year, NYC Public Schools is adopting a cautious, developmentally appropriate approach to student-facing generative AI and routine individual screen use. The Chancellor’s stated goal is to put safety first and ensure that technology serves learning rather than replacing the human interactions, thinking, reading, writing, reasoning, problem-solving, discussion, and collaboration that are central to education.
Generative AI: Student-facing generative AI is banned in grades 2K–8. In grades 9–12, AI use is limited to approved, vetted programs and specific supervised purposes. All high school students must complete two 45-minute AI-literacy modules covering how AI works, data privacy, bias, and appropriate use of AI in school. Five centrally approved high-school AI pilots are currently identified: Quill, Edia, Brisk Teaching, Playlab, and Intel AI-Ready Schools. Schools must apply for these pilots, and applications are reviewed individually.
Screen time: The guidance addresses 1:1 student screen use, meaning direct individual interaction with a computer or tablet. For grades 2K–2, there should be no 1:1 screen time. For grades 3–5, NYCPS recommends no more than 30 minutes per day, and for grades 6–8, no more than 45 minutes per day. Grades 9–12 are school/course dependent. These are intended to reduce routine individual device use that may interfere with teacher and peer interaction, reading, writing, discussion, hands-on learning, collaboration, and sustained attention. Teacher-led use of technology for whole-group or small-group instruction remains allowable.
Important exceptions and accessibility: The policy does not eliminate necessary technology. Assistive technology required through a student’s IEP or 504 Plan is exempt from the AI and screen-time restrictions. NYCPS also states that students with disabilities and English language learners will continue to have access to necessary tools that allow them to participate, communicate, and meaningfully access instruction. Other exceptions to screen-time limits include assessments, out-of-school learning such as remote-instruction days, and centrally approved instruction such as e-books, robotics, coding, and simulations.
Teachers and staff: Teachers and other school staff may continue to use AI for instructional planning and operational tasks, subject to NYCPS privacy, security, procurement, and approval requirements. However, AI may not be used for grading, behavior monitoring, or decisions involving student placement, promotion, graduation, or other significant decisions about students. Teachers remain responsible for the accuracy, quality, and appropriateness of their work, and AI does not replace professional judgment.
Families and community involvement: NYCPS emphasizes that families should have a voice in technology decisions. Parents can raise concerns with their child’s school, principal, School Leadership Team, or Community Education Council. NYCPS is also forming a Technology in Schools Coalition involving students, educators, parent leaders, elected officials, advocates, union partners, and experts. The coalition is expected to provide recommendations about the future of technology use in NYCPS classrooms and deliver a policy-recommendation report in April 2027.