Generative AI arrived in schools faster than any policy could follow it. A student can now
produce a competent essay on almost any topic in under a minute, and it will read better
than the one they would have written themselves.
The result is a quiet collapse in the value of written work. Teachers still set essays,
reports and reflections, but they can no longer be confident that the sentences in front of
them came from the person whose name is on them. Marks stop describing what a student
understands. Feedback lands on writing nobody wrote.
And the students who lean on it hardest lose the most. Drafting an argument, getting it
wrong, and fixing it is not busywork on the way to the finished page — it is the
learning. Skip it often enough and the skill never forms.
We think school students should be using far less AI in their assignments than they do
today. Not because the technology is bad, but because a fifteen-year-old outsourcing their
first argumentative essay is trading away something they cannot buy back later.