Responding to new research for the Royal Society of Chemistry which found that science teachers say a lack of guidance is leaving pupils to learn digital and AI skills themselves - with only 2% of teachers in disadvantaged schools reporting adequate digital access, Sarah Hannafin, head of policy at school leaders’ union NAHT, said:

“At a time when many schools face stretched budgets, they need additional funding if they are to be able to afford significant investment in technology and AI.

“It is also vital that teachers and school leaders receive high-quality funded training and the guidance needed to feel confident using digital technology and AI and teaching pupils how to use it safely and appropriately.

“We see enormous variability in access to technology depending on availability of expertise, funding and essential infrastructure, which means some schools and colleges have been able to develop its use much more effectively than others. While incorporating the use of technology like AI is important, so too is investment in ensuring equity of access for pupils so that they are not disadvantaged simply because of where they happen to grow up and where their school or college is located.”