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Uses interviews and focus groups, then synthesizes findings to examine risks such as learned helplessness, unregulated advice, and fear of the future. Highlights trust as a central factor and provides recommendations for student support staff and schools, including transparency, resilience-building, norm-setting, and holistic AI literacy.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/social-and-emotional-impact-of-generative-ai-in-schools/145465/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/social-and-emotional-impact-of-generative-ai-in-schools/145465.png","ImageObject",300,407,{"name":92,"@type":93},"Finn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-20","2026-08-26",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What does the report identify as key stakes of using generative AI in schools?","Question",{"text":112,"@type":113},"It highlights how AI relates to the value of learning, mental health support, and the future of work through collaboration and creativity, alongside students’ perceptions and trust.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were findings generated in the study?",{"text":117,"@type":113},"The report describes a methodology using one-on-one interviews and focus groups, followed by data synthesis to integrate insights.",{"name":119,"@type":110,"acceptedAnswer":120},"What social and emotional risks does the report examine?",{"text":121,"@type":113},"It examines whether AI reduces group-work value, whether frequent AI use encourages transactional relationships, whether AI gives reliable advice about social life, and whether AI use contributes to fear of the future.",{"name":123,"@type":110,"acceptedAnswer":124},"What guidance does the report offer for schools and support staff?",{"text":125,"@type":113},"Recommendations include prioritizing genuine connections, building resilience and coping mechanisms, addressing AI concerns directly, ensuring reflection time, documenting transparency in AI use, and cultivating holistic AI literacy.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},145465,1787723541,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":133,"read_time":148},34359740700684,"https://ap-avatar.wpscdn.com/avatar/1f400023980c374ae676?_k=1777273430885731487","Social and Emotional Impact of Generative AI in Schools  \nA Goodnotes Research Publication  \nTable of Contents  \nAbout 4  \nForeword 5  \nIntroduction 8  \nBackground 9  \nSection 1  \nWhat’s at Stake 11  \nAI and the Value of Learning 11  \nAI and Mental Health Support 11  \nFuture of Work: Collaboration and Creativity with AI 13  \nPerceptions ofTrust in AI 15  \nSection 2  \nMethodology 16  \nOne-on-One Interviews 17  \nFocus Groups 17  \nData Synthesis 17  \nSection 3  \nImplications ofAI on Social and Emotional Development 18  \nSocial Relationships: Is AI diminishing the  \nvalue of group work and collaboration? 19  \nLearned Helplessness: Does regular AI use  \nencourage transactional relationships? 21  \nUnregulated Advice: Is AI able to give sound advice to young people about their social lives? 23  \nFear of Future: Is there despondency caused  \nby fear of the future? 25  \nSection 4  \nThe Role of Trust 28  \nBlind Trust and Demystified Trust 28  \nDifferent Aspects of Trust 28  \nBuilding an Ecosystem of Trust 32  \nSection 5  \nRecommendations for Student Support Staff 36  \n1. Prioritizing Genuine Connections 36  \n2. Encourage Activities that Promote Resilience  \nBuilding and the Development of Coping Mechanisms 37  \n3. Address AI-Related Concerns Head On 37  \n4. Make Time in the Timetable for Reflection 37  \n5. Highlight Best Practice of Student Advocacy 37  \n6. Ongoing Education for Staff and Students 38  \nSection 6  \nRecommendations for Schools 39  \n1. Pay Attention to Local Contexts 39  \n2. Establish Constructive Norms and Habits 43  \n3. Engage in Co-Creation Through Working Groups 44  \n4. Prepare to Handle Exposure to  \nInappropriate AI Content 45  \n5. Foreground Transparency by Documenting  \nthe Use of AI as a Learning Journey 46  \n6. Cultivate Holistic AI Literacy 47  \n7. Rethinking Critical AI Pedagogy and the  \nRole of Educators 50  \nCall to Action 52  \nReferences 53  \nAppendices 61  \nQuestions for Educators 61  \nQuestions for Students 62  \nAcknowledgements 63  \nAbout  \nGoodnotes is a highly regarded digital notepad and PDF markup tool, born from the endeavours of its founder and director, Steven Chan, during his time asa student at the University of Queensland. Inspired and driven by the early limitations of Apple’s iPad in 2010, Steven sought to bridge the tactile authenticity of pen and paper with the expansive capabilities of digital note-taking. This led to the creation of Goodnotes, an application adept at recognising handwritten characters, drawings, and mathematical equations. Under Steven’s leadership, Goodnotes has evolved into a significant education tool with over 21.5 million monthly active users, and was recognised as the Apple iPad App of the Year in 2022. The launch of Goodnotes 6, which integrates AI into digital note-taking, marks a notable stride in the company’s ongoing commitment  \nto enhancing educational processes. Central to Goodnotes’ operational  \nethos is a commitment to ‘Dream Big’in order to make a meaningful impact on learning, a value that is apparent in their continual push towards innovative solutions. The value of ‘Build Great Things’ is reflected in their user-centric product design, which is underscored by a commitment to excellence and a curious and ambitious community that drives continual innovation. Through fostering a culture of ‘Taking Ownership’, Goodnotes encourages individual contributions to its mission of impacting education positively. Its contributions offer a substantive foundation for examining the impacts of generative AI in academic settings, making Goodnotes a pivotal entity in exploring the progressive intersections of new technologies and education.  \nTo learn more about Goodnotes and how we work with schools please do get in touch. We would be delighted to share more about our research and explore opportunities to collaborate:  \n[education@goodnotes.com](education@goodnotes.com)  \nForeword  \nWhen considering the use of AI tools in education, it is easy to become distracted by s","cbCaiae9X6SAi71E","https://ap.wps.com/l/cbCaiae9X6SAi71E","pdf",1776552,64,"English","# About\n# Foreword\n# Introduction\n# Background\n# Section 1\n## What’s at Stake\n## AI and the Value of Learning\n## AI and Mental Health Support\n## Future of Work: Collaboration and Creativity with AI\n## Perceptions of Trust in AI\n# Section 2\n## Methodology\n## One-on-One Interviews\n## Focus Groups\n## Data Synthesis\n# Section 3\n## Implications of AI on Social and Emotional Development\n## Social Relationships\n## Learned Helplessness\n## Unregulated Advice\n## Fear of Future\n# Section 4\n## The Role of Trust\n## Blind Trust and Demystified Trust\n## Different Aspects of Trust\n## Building an Ecosystem of Trust\n# Section 5\n## Recommendations for Student Support Staff\n# Section 6\n## Recommendations for Schools\n# Call to Action\n# References\n# Appendices","[{\"question\":\"What does the report identify as key stakes of using generative AI in schools?\",\"answer\":\"It highlights how AI relates to the value of learning, mental health support, and the future of work through collaboration and creativity, alongside students’ perceptions and trust.\"},{\"question\":\"How were findings generated in the study?\",\"answer\":\"The report describes a methodology using one-on-one interviews and focus groups, followed by data synthesis to integrate insights.\"},{\"question\":\"What social and emotional risks does the report examine?\",\"answer\":\"It examines whether AI reduces group-work value, whether frequent AI use encourages transactional relationships, whether AI gives reliable advice about social life, and whether AI use contributes to fear of the future.\"},{\"question\":\"What guidance does the report offer for schools and support staff?\",\"answer\":\"Recommendations include prioritizing genuine connections, building resilience and coping mechanisms, addressing AI concerns directly, ensuring reflection time, documenting transparency in AI use, and cultivating holistic AI literacy.\"}]","Social and Emotional Impact of Generative AI in Schools | PDF",161]