AI Rapidly Integrated into School Psychology Practice, But Ethical Concerns Linger
A new study reveals that a majority of U.S. school psychologists are now utilizing artificial intelligence (AI) tools in their professional work, mirroring a broader trend across the fields of psychology and education. However, the rapid adoption is accompanied by significant ethical considerations, particularly surrounding transparency and data privacy.
The increasing role of AI in supporting student well-being is gaining empirical support. “This study provides empirical support for AI’s growing role in school psychology and is the first to document the use of AI amongst practitioners,” explained a lead researcher involved in the study. The findings, published in School Psychology, come as AI adoption rates surge among psychologists generally, jumping from 29% in 2024 to 56% in 2025, according to the American Psychological Association.
This trend extends to the classroom, where a Gallup and The Walton Family Foundation survey conducted in April 2025 found that 60% of K-12 teachers have incorporated AI tools into their work. Usage varied by grade level, with 55% of elementary school teachers, 67% of middle school teachers, and 66% of high school teachers leveraging AI during the 2024-2025 school year.
Historically, little data existed on AI’s presence within school psychology. To address this gap, researchers polled nearly 200 American school psychologists to assess the prevalence of AI use, understand perceptions of its benefits and limitations, and identify potential ethical, legal, and professional concerns.
The study revealed that roughly two-thirds of school psychologists reported using AI in the past six months. The primary applications center around streamlining administrative tasks and enhancing professional output. Specifically, psychologists are utilizing AI for generating recommendations (52.8%), report writing (37%), answering work-related questions (28%), creating summaries (27.6%), and developing easily understandable explanations (26.8%).
Beyond these core functions, AI is also being used – to a lesser extent – for tasks such as drafting emails (22%), formulating IEP and treatment goals (18%), creating presentation content (15.7%), and even assisting with test result interpretation (13%). A small percentage are employing AI for language translation (8.6%) and treatment plan generation (6%). Importantly, an overwhelming 94% of respondents indicated they verify all AI-generated content before finalizing any documentation.
While perceptions of AI’s quality are mixed, a noteworthy 50% of those with positive views believe AI-generated recommendations are as good as, or better than, their own. This figure decreased for more complex tasks like IEP and treatment goal creation (39%), treatment plan development (27.5%), and test interpretations (24.7%). Conversely, a substantial portion of psychologists expressed reservations, with 46.6% questioning the accuracy of AI-generated reports and 44% doubting the reliability of AI-driven test interpretations.
A significant ethical concern highlighted by the study is a lack of transparency. A majority (59%) of school psychologists surveyed had not disclosed their use of AI to parents, administrators, or other stakeholders. Furthermore, a mere 5% reported having established AI workplace policies.
“School psychologists are readily adopting AI, primarily for documentation and recommendations, yet ethical concerns remain, particularly around disclosure and data security,” the researchers concluded. As the field navigates increasing workloads, workforce shortages, and the evolving needs of students, responsible integration of AI will be crucial.
