Young people rarely set out to confide in AI. They usually start with homework or grammar checks, then turn to a chatbot after a falling-out with someone in their lives.
Educators may argue the word "crisis" is overused in education, but unfortunately many real crises necessitate a response from district and school leaders in real time.
School leaders must determine who can use AI, how parents will be informed, what happens when a family declines participation and whether staff can intervene when the technology behaves unexpectedly.
District leaders planning new schools or renovations should bring special education staff into facilities conversations early so project teams understand how students and staff move through the day.
That does not mean teaching five-year-olds to write algorithms or use generative AI tools. But it does mean introducing age-appropriate concepts that build over time, much like math, reading or science.
The daily demands of de-escalation, high-needs instruction and complex behavioral intervention can feel isolating. Over time, that can contribute to burnout, turnover and disrupting the consistency students rely on.
