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Social Emotional Learning (SEL)
Social Emotional Learning (SEL) helps students build skills like self-awareness, emotional regulation, empathy, communication, and responsible decision-making. These skills support positive relationships, reduce conflict, and help create safe, accepting learning environments for all.
AI Usage in Schools
Through models such as ChatGPT, Gemini, Grok, and DeepSeek, models of AI chatbots and generative AI models are being accessed by students for a variety of purposes. Students use AI both for personal and educational uses. AI can be used for schoolwork for a variety of reasons. Generative models can make study guides, practice questions, and assignments for students in alignment with their school work to help students better understand the material taught to them in class.
However, many students use AI models in less virtuous ways for their school work such as to cheat on their homework, classwork, and exams. While some students use AI to support their learning, others use it in ways that may hinder academic growth. Among k-12 teachers, there have been varying opinions on students’ use of AI. According to a survey done by the Pew Research Center from May 2024, 25% of k-12 teachers feel that AI tools in education does more harm than good while 32% says there is a mix of benefits and harm, 35% say they aren’t sure, while 6% says they do more good than harm, (Lin). However, it’s not just teachers that have an opinion on the usage of AI in schools.
“Among teens who have heard of ChatGPT, 19% say they have used it to help them with schoolwork,” (Lin).
Teenagers’ views on how AI is used differ among students. The study surveyed students who had heard of ChatGPT and found that 69% of students say it’s acceptable to use ChatGPT to research new topics. 39% of students say it is fine to use to solve math problems and 20% say they’re okay with it being used to write essays. From 18% to 24% aren’t sure whether it is okay to use the AI model in any of the situations (Lin).
According to a Harvard Graduate School of Education study, “half (51%) of young people ages 14–22 reported using generative AI at some point, but only 4% claimed to be daily users,” (Nagelhout). While many students have used AI models, many choose not to use them in their daily lives. However, outside of school, students have found other uses for AI.
AI Usage for Recreational Purposes
But this isn’t just limited to educational uses. Generative AI users from 14-22 were surveyed by the Harvard Graduate School of Education and 31% percent of these students report to using AI for recreational uses such as generating art, 16% use it to generate music or sounds, and even some use AI for purposes such as writing code which 15% of these students report doing. Additionally, many people noted in the study that generative AI can be useful in getting information that they may be too scared to ask adults for. These questions that students ask AI may help them receive answers that are beneficial and even vital for students to have. However, sometimes, problems can lie in these answers.
Negative Outcomes
AI usage in school can also lead to bullying, lying, and disinformation in schools. The study done by Harvard shows that a number of teens surveyed gave examples of using generative tools to create images and voices to exponentially worsen bullying in schools and even out of schools. In some cases, generative tools have been used to impersonate others or spread misleading content, which can cause emotional harm.
Additionally, AI usage can bring misinformation to students who use it. In a different Pew Research Center article from April of 2025 which discusses both the opportunities and risks associated with AI, there is a large amount of risks associated with AI according to AI experts.
“There’s wide concern about inaccurate information. Seven-in-ten of the experts we surveyed and 66% of U.S. adults are highly worried about people getting inaccurate information from AI,” (McClain, Colleen, et al.). Additionally, there are concerns about the misuse of data with six-in-ten experts worried that data will be misused by those with access to AI, with roughly two-thirds saying that this access and data will be used to impersonate people, (McClain, Colleen, et al.).
SEL as a Solution
As students are taught Social Emotional Learning, the way they interact with Artificial Intelligence change. Students who learn SEL skills learn to be more mindful of what decisions they make and what the results could be. SEL learners are more likely to think about the possible downfalls of using AI such as its potential unreliable answers. These students will also be able to develop greater understandings of themselves and their relationships as they become more emotionally aware. This should lead to a decrease in students using AI to damage their relationships and their futures through the use of Artificial Intelligence.
References
Lin, Luona. “A Quarter of U.S. Teachers Say AI Tools Do More Harm Than Good in K-12 Education.” Pew Research Center, 15 May 2024, www.pewresearch.org/short-reads/2024/05/15/a-quarter-of-u-s-teachers-say-ai-tools-do-more-harm-than-good-in-k-12-education.
McClain, Colleen, et al. “2. Views of Risks, Opportunities and Regulation of AI.” Pew Research Center, 11 Nov. 2025, www.pewresearch.org/internet/2025/04/03/views-of-risks-opportunities-and-regulation-of-ai.
Nagelhout, Ryan. “Students Are Using AI Already. Here’s What They Think Adults Should Know.” Harvard Graduate School of Education, 10 Sept. 2024, www.gse.harvard.edu/ideas/usable-knowledge/24/09/students-are-using-ai-already-heres-what-they-think-adults-should-know.