Research Summary: Exploring K-12 Teachers' Perceptions of Students' Relationships with AI Companions: Boundaries, Intervention Strategies, and Design Implications

Research conducted with 33 US K-12 teachers reveals their perceptions of students' relationships with AI companions. While teachers generally accept AI companions for academic support, they express significant concerns regarding intimate AI companions potentially hindering students' development of human relationship skills. Teachers define their jurisdictional boundaries by student setting and observable well-being, indicating a readiness to intervene within these parameters.

Why it matters

The growing integration of AI companions into students' lives presents a novel challenge for educational institutions, impacting social-emotional development and requiring a re-evaluation of AI literacy approaches. Understanding teacher perceptions is crucial for developing policies and strategies that balance technological integration with the preservation of essential human developmental processes.

Key insights

• K-12 students are increasingly developing relationships with AI companions, a trend that is not adequately addressed by existing AI literacy frameworks which predominantly view AI as a mere tool.
• Teachers in K-12 education distinguish between academic AI companions, which are generally welcomed, and intimate AI companions, which are a source of concern.
• A primary worry among teachers is that intimate AI companions may remove the necessary developmental friction required for students to learn how to sustain human relationships.
• Teachers perceive their jurisdiction for intervention as being defined by the student's setting and observable well-being.
• Within their perceived jurisdiction, teachers are prepared to engage through teaching, discussion, and observation; beyond it, they see themselves as facilitators connecting students with appropriate support.

Source

arXiv — Computers and Society — https://arxiv.org/abs/2609.13479