Whether ChatGPT or Gemini, chances are, a high school student has an AI application downloaded on their personal device. According to College Board, the percentage of students who reported using AI for schoolwork increased from 79% to 84% between January and May 2025.
Through our reporting, using AI for schoolwork seems to be divided into two categories. The first one is searching for answers, asking AI to fill out a worksheet or give direct answers, which can result in different punishments depending on the teacher. The second is using AI to assist with studying, such as creating quizzes or flashcards.
Several students at The Morgan School have reported that they utilize AI to help them study, but also to get quick answers on their homework.
“I’ve used it in math, so if there’s a problem and I just can’t quite figure out the answer, I take a picture of it, and I don’t just ask it to give me the answer,” said Mekai Howard, a student from The Morgan School, “I have it explain to me the steps that you should go through, and then I actually understand it, and I’m able to do the next ones by myself.”
“I have used AI to create flashcards with the information I have given it,” said Gabbriella Sabatini, another student, “I also use AI to check my answers to make sure I am getting them right…It taught me my mistakes and how to fix them.”
While these AI methods are considered “proper” uses of AI according to teachers, it’s not common for students to actually use them this way.
“Personally, I’ve used AI or just Google in general to translate instructions for language worksheets,” said a student from The Morgan School who asked to remain anonymous.
Across all AI platforms, the user is able to take a photo of a worksheet, such as a language worksheet, to translate or complete the assignment to receive answers.
“I once plugged in a worksheet into AI since I had no clue what it was about,” said another student, “and I didn’t want to seek out help.”
By using AI to shortcut through work, students can meet deadlines faster than before, relieving the pressure and stress that may lie on their shoulders. On top of that, they can submit their work that features all of the correct answers.
Students who take many Advanced Placement, Honors, or Early College Experience classes may be the most prone to this. These classes feature fast deadlines, a hard curriculum, and a lot of assignments. These factors make it even more of a reason to have AI do their work.
Some teachers, however, are embracing the change. Mr. Rowe, a science teacher at The Morgan School, encourages his students to use AI in ways that will help broaden their knowledge on topics without asking for direct answers.
In his classes, Rowe provides a Gemini-generated AI chatbot for his students. He lets them use it to help them study the material. In his ECE Earth Science class, he spent time showing the class the AI study tools he posts on Google Classroom. He highly encouraged his students to use this around midterms and finals, for his class.
“I teach my students to kind of prompt it as a study partner or a quiz chatbot, which I’ve made for them,” said Rowe. “I give limitations by saying you’re not allowed to give the answer, but you can help them reason through topics.”
By requesting the AI not to give direct answers, Rowe prevents third-party responses on his assignments. “It can’t be a shortcut for us,” Rowe said. “If it’s a shortcut, then we limit our ability to grow as problem solvers and thinkers.”
Rowe has seen growth in his students as a result of the AI study resources he has provided. He noticed that the students who utilize it can recap information at a good level and can build on that knowledge. Because of this, his students have been able to perform better in the class.
“That’s what AI shouldn’t do,” Rowe said. “It shouldn’t limit the growth of you as a student,” but consistent improper use of AI will result in so.
However, while students are aware that cheating is bad, some may feel afraid or ashamed to reach out for help. Due to the fear of being judged for not knowing material, students resort to having AI complete their worksheets.
As a teacher, Rowe has seen students in his classes use AI to generate the answers to different assignments. He doesn’t typically go too harsh with his punishments for AI. But in general, if he saw this, he would “have a heart-to-heart discussion about why we might have used AI for that reason,” said Rowe. “Here’s how we need to use it ethically.”
By having a “heart-to-heart” discussion, the student wouldn’t face any extreme punishment that would harm their academic journey. Instead, they would learn the proper usage of AI and why they shouldn’t use AI to fraudulently complete their work.
By appropriately using AI, students can expand their knowledge on certain topics without the fear of being punished for using it. As AI advances, we grow more exposed to it as it becomes implemented in schools across the world.
“It’s ingrained in society at this point. Companies are shifting over to it rapidly. It’s everywhere,” Rowe said. “We just have to be ready to face how we’re going to use it ethically and responsibly.”
