Tried and tested resources for school administrators on communicating with parents about AI.
ABOUT THIS PAGE
Best practices for parent communication
This resource is designed to help schools proactively and confidently communicate with families about AI. Over the past two years, one of the most frequent questions we’ve heard from school leaders is: What should we say to parents about AI?
We’ve found that the most effective parent communication strategies have two things in common:
They’re proactive.
Parents don’t expect schools to have every answer about AI—but they do expect awareness. Many parents are already using AI tools in their own careers, and they recognize that their children will be entering a world shaped by these technologies. They want to know that the school is:
Preparing students to use AI productively and ethically
Actively addressing concerns like academic integrity and AI misuse
Being silent or reactive risks undermining trust. Schools don’t need a perfect plan—but they do need to share their thinking.
They invite two-way dialogue.
AI is evolving quickly, and there are no one-size-fits-all policies. Creating space for parents to voice their comfort level, ask questions, or share concerns helps schools build stronger partnerships. In fact, some of the most thoughtful approaches we’ve seen came from schools that engaged parents before setting rigid rules or AI bans.
In the sections below, we’ve highlighted the most common questions parents are asking—and provided example responses schools can adapt. You’ll also find resources like a sample letter to parents.
Whether you already use Flint or are just exploring the topic, these resources are here to support clear, confident, and collaborative communication.
OUR TEAM'S SUGGESTIONS
Answering frequently asked questions from parents
Based on conversations with hundreds of schools, we’ve compiled the most common questions parents ask when it comes to AI.
You can adapt and personalize the language below based on your tools, philosophy, and communication style. If your school uses Flint, you’ll also find notes that speak specifically to how Flint handles these topics.
What is the school doing to keep my child’s data safe and ensure that it’s not being used to train AI?
Recommended response
It’s a completely fair question—and one we’ve heard from many parents. With tools like ChatGPT in the news and easily accessible at home, it’s understandable to wonder how student data is being used.
Yes, tools like ChatGPT do use input data to improve their models, and their terms of service prohibit use by children under 13. That’s why, as a school, we don’t officially endorse or support student use of those tools.
Any AI platform we choose goes through a thorough review to ensure it meets privacy laws and keeps student information secure. We only use tools that do not train their models on student data and that are built with educational safeguards in place. If a tool doesn’t meet those standards, we don’t use it.
Addendum for Flint Schools
We’ve chosen to partner with Flint, an AI platform specifically built for schools. One reason we selected Flint is because it is fully FERPA, COPPA, and GDPR compliant, and it does not use student interactions to train its AI models.
Unlike many consumer-facing tools, Flint is designed to be safe and appropriate for students of all ages—including those under 13—without violating any terms of service. That gives us confidence that students can explore AI in a structured, school-approved environment that puts their safety and privacy first.
How are you making sure students don’t rely on AI to do the work for them?
Recommended response
We know that AI tools are widely available—and that some students may be tempted to use them in ways that shortcut the learning process. That’s exactly why we believe it’s important to teach students how to use AI well, not just try to block it entirely.
We’re taking a clear, guided approach: helping students understand where AI can support their learning (like brainstorming or practice), and where it crosses the line (like writing full assignments or skipping key steps in the process). We’ve also been crafting school-wide AI guidelines and policies—but ultimately, we place discretion in the hands of individual teachers to set and communicate the expected level of AI usage (if any) on a per-assignment basis.
Addendum for Flint Schools
We chose Flint in part because it’s designed to support—not replace—student thinking. Flint can provide helpful feedback, practice questions, and personalized tutoring, but it doesn’t generate full answers or complete assignments for students. That makes it easier for teachers to integrate AI in a way that reinforces learning, not shortcuts it.
Teachers also have insight into how students are using Flint, which helps them spot patterns and reinforce responsible use over time.
How will you make sure AI helps all students, not just the ones who are already ahead?
Recommended response
That’s a concern we take seriously—and one of the reasons we believe it’s important for us, as a school, to take an active role in teaching students how to use AI. Just giving students access to tools isn’t enough. Without guidance and support, AI is more likely to benefit students who are already confident or ahead.
That’s why we’re working to build AI literacy across our student body—so all learners can understand how to use these tools in responsible and meaningful ways. When introduced thoughtfully, AI has the potential to level the playing field by giving students more opportunities for practice, feedback, and individualized support.
Addendum for Flint Schools
One of the reasons we selected Flint is that it gives every student access to high-quality academic support—regardless of their starting point. Flint’s tools are designed to support a wide range of learners in ways that traditional instruction alone sometimes can’t.
For example, an English language learner can use Flint as a language tutor—receiving real-time translations of difficult content and practicing conversational English at their level. In a math course, a student can get live, 24/7 feedback on problem-solving steps, helping them stay on track even outside of class time.
In addition, we’re using Flint’s AI Literacy Certification course to ensure our students develop the skills and confidence to use AI effectively and responsibly.
How do I know teachers aren’t just letting AI do the teaching?
Recommended response
Some of our teachers do use AI to support their work, but never as a replacement for instruction. Think of it more like a teaching assistant: AI can help with tasks like brainstorming lesson ideas, drafting materials, or differentiating assignments—so that teachers can spend more of their time on what matters most: working directly with students.
It’s not about replacing the teacher. It’s about giving them better tools. We also expect every teacher to review and take full responsibility for any materials they use or share with students, regardless of whether AI played a role in creating them.
Addendum for Flint Schools
One of the reasons we chose Flint is that it allows us, as a school, to set pedagogical best practices that guide how the AI supports tasks like lesson planning. This helps ensure consistency and quality across classrooms—while still giving our teachers flexibility and ownership over their instruction.
Flint also gives our teachers new tools for engaging students in deeper, more personalized ways. For example, instead of giving a static quiz, a teacher might set up an AI-powered discussion that prompts each student to explain their thinking and apply key concepts. That kind of one-on-one interaction simply isn’t possible in a traditional classroom setting—no matter how small the class size.
FROM SCHOOLS TO PARENTS
Sample letter to parents
We’ve drafted a sample letter that schools can customize when communicating with families about AI. Whether you're actively using Flint or still exploring AI tools more broadly, this letter is designed to help you clearly explain your school’s goals, values, and guardrails.
To make customization easier, we’ve included two Flint activities: one for schools that haven’t yet adopted an AI platform, and one for schools already using Flint. Each activity is designed to help reflect your school’s specific context, which you can then use to tailor the letter as needed.
For schools that haven’t adopted an AI platform yet
Our letter builder activity personalizes this template for your school
Want to personalize this template to your school's needs but don't have the extra time to do it?
In this letter builder activity, Flint will ask you questions to understand more context about your school, and use that info to edit the letter. Then, you should print or download the final attachment once you're happy with it!
Our letter builder activity personalizes this template for your school
If you want to use this letter template but don't have the time to manually input how you use Flint in your school and personalize the letter's language based on your school's polices, our letter building activity can achieve that for you.
In this letter builder activity, Flint will ask you questions to understand more context about your school, and use that info to edit the letter. Then, you should print or download the final attachment once you're happy with it!
LEARNING MORE
Extra resources for parents
These are resources you can share with parents who are interested in learning more about AI and its role in education. Each one offers a different perspective—whether it’s the potential benefits of AI tutoring, the pitfalls of AI cheating detectors, or broader reflections on how learning is evolving in the age of AI.
Articles and podcasts on AI in education
“We Have to Rethink the Purpose of Education” – Ezra Klein Show (NYT)
In this podcast episode, Ezra Klein speaks with Brookings education leader Rebecca Winthrop about how AI is changing what schools should prepare students for. They discuss the tension between traditional academics and future-ready skills—and the need to rethink what learning really means in the AI era.
”An AI Tutor Helped Harvard Students Learn More Physics in Less Time” — The Hechinger Report / KQED
A Harvard study found that students using an AI-powered tutor learned twice as much in half the time compared to peers in a traditional class. This article explores what’s possible when AI supports—not replaces—effective teaching.
“How AI Is Boosting Early Literacy in Louisiana” – NPR Morning Edition
This NPR story follows students and teachers using an AI reading tutor that listens, responds, and adapts to each child’s needs. It highlights how AI can expand access to high-quality literacy support—especially in districts with limited resources.
"Adapting Education for the AI Era” — The Atlantic
A wide-ranging piece on how schools are adapting to AI: from early panic to thoughtful integration. It discusses how teachers and universities are moving from banning AI to using it as a tool for writing, creativity, and learning at scale.
Resources created by the Flint team
We’ve also created an AI glossary designed specifically for education. It goes beyond simple definitions—explaining what each term means in practice and why it matters in a school setting. You can share this with parents who are trying to make sense of terms like “large language model,” “prompt engineering,” or “ethics in AI”—and how those concepts actually show up in the classroom.
We also recommend sharing our AI Literacy Course for Students with families. It’s a self-paced, five-unit program designed to help students build a foundational understanding of AI—how it works, where it should (and shouldn’t) be used, and what it means to use it responsibly. Parents can walk through the course alongside their children as a way to build shared understanding and spark meaningful conversations about AI at home.
