Dear <Principal Name>,

I am writing to formally request that the district block access to generative AI tools on <Student Name>’s school-issued device. Specifically, I ask that platforms such as MagicSchoolAI, SchoolAI, OpenAI products, Google Gemini, Grammarly and any similar generative AI tools and chatbots be disabled on my student’s device until I explicitly request otherwise.

I am making this request for several reasons, some of which include:

  • The use of AI as a learning tool is untested. Currently, there is no conclusive or quality research demonstrating that generative AI improves student outcomes. However, emerging evidence suggests that use of these tools may impair cognitive development and critical thinking skills in both students and adults.1, 2, 3, 4, 5
  • Large Language Models (LLMs) have known error and hallucination rates upwards of 30% or more in certain contexts. Even platforms like MagicSchoolAI and SchoolAI acknowledge that their products will make mistakes. These inaccuracies can easily go unnoticed and may mislead students who are still building foundational knowledge. Students do not yet have the skills to evaluate the validity of AI-generated content.
  • There is no guarantee that generative AI tools are safe for students, especially since these technologies are largely unregulated. These products may expose students to inappropriate or harmful content and interactions. Even the developers of these tools acknowledge these risks. In addition, there are growing reports of AI-related mental health impacts, including cases of AI-induced psychosis in adults and children.

I fully support efforts to educate students about artificial intelligence and believe it is important for <Student Name> to eventually develop the skills necessary to engage with these technologies in late high school and within the context of digital skill building. However, that process should begin with building a strong foundation of knowledge and fundamental skills like reading, writing and critical thinking before generative AI tools are introduced.

Please confirm once these tools are no longer accessible on my student’s device.

Sincerely,

<Name>

  1. Gerlich, M. (2025). AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking. Societies, 15(1), 6. https://doi.org/10.3390/soc15010006
  2. Fan, Y., Tang, L., Le, H., Shen, K., Tan, S., Zhao, Y., Shen, Y., Li, X., & Gašević, D. (2024b). Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13544
  3. Bastani, H., Bastani, O., Sungu, A., Ge, H., Kabakcı, Ö., & Mariman, R. (2024, July 15). Generative AI can harm learning. The Wharton School Research Paper. SSRN. https://doi.org/10.2139/ssrn.4895486
  4. Lee, H., Sarkar, A., Tankelevitch, L., Drosos, I., Rintel, S.,  Banks, R., and Wilson, W. The Impact of Generative AI on Critical Thinking: Self‑Reported Reductions in Cognitive Effort and Confidence Effects from a Survey of Knowledge Workers. Carnegie Mellon University & Microsoft Research, 2025. PDF file, https://advait.org/files/lee_2025_ai_critical_thinking_survey.pdf.
  5. Kosmyna, N., Hauptmann, E., Yuan, Y. T., Situ, J., Liao, X., Beresnitzky, A. V., Braunstein, I., & Maes, P. (2025, June 10). Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task. arXiv.org. https://arxiv.org/abs/2506.08872