Q: What did the 200 students conclude about AI use in schools? A: Students concluded that AI should neither be banned nor embraced unilaterally, and that many schools are giving students powerful AI tools before they have built foundational critical thinking skills. Their conclusions informed AI policy recommendations for schools that emphasize building thinking first and delaying unsupervised use. Q: What is the color-coded framework for AI use on assignments? A: The framework asks teachers to label assignments as Green (AI encouraged for brainstorming, outlines, or practice), Yellow (limited AI like prompts or hints but not final answers), or Red (no AI; students must show original thinking and steps). Posting the color and explaining why reduces confusion and helps clarify expectations. Q: Why does the article recommend delaying unsupervised use of general chatbots for younger students? A: Because students’ brains are still developing and immediate access to chatbots can bypass the productive struggle that builds skills, leading to dependence rather than learning. The article suggests delaying unsupervised use—often until around 9th grade—so students develop core reading, reasoning, and writing abilities first. Q: Which types of AI tools should schools prefer according to the article? A: The article recommends education-specific, teacher-controlled tutors that let teachers set goals, steps, and hints so the AI guides rather than completes the work. It contrasts those tools with open large-language models like ChatGPT and Google’s Gemini and cites examples such as Flint AI as an alternative in classrooms. Q: How should AI literacy be taught across subjects? A: Teach students how AI generates outputs and where it can be wrong, cover bias and fairness with examples from history and civics, explain environmental and cost impacts of large models, and show how to cite AI use. The article recommends embedding these AI literacy lessons into English, science, social studies, and art so skills grow with content. Q: How can assessments be redesigned to reward student thinking over AI shortcuts? A: Redesign tasks to require annotated steps, process notes, voice reflections, and in-class low-tech checkpoints so students must show their reasoning. The article also suggests asking students to critique or improve an AI draft to demonstrate mastery of the underlying skills. Q: What equity, access, and privacy safeguards are advised when adopting AI? A: Ensure fair access by providing on-campus devices, offline options, and printed guides so core learning doesn’t depend on paid tools or home internet. For privacy, choose tools that comply with student data laws, turn off training on student inputs, and share a plain-language data notice with families. Q: How should schools involve students and roll out new AI policies in practice? A: Include students through termly roundtables, let them help design the color system, and publish one-page summaries of what changed because of student input. Use a 90-day rollout: days 1–30 define the team and tools, days 31–60 pilot and train teachers, and days 61–90 fix issues and publish plain-English guidance.