Artificial intelligence is no longer a future topic for schools. It is already shaping classrooms, assessment practices, administrative systems and communication with parents. For those involved in governance, the central question is no longer whether AI will affect their school but how well it is governed. 

In many schools, early discussion about AI has focused on teaching and learning or on concerns about academic integrity. These issues matter. From a governance perspective, however, AI also belongs alongside safeguarding, data protection, reputation and long-term sustainability. Approached carefully, AI can support better outcomes and more efficient use of resources. Managed poorly, it can expose schools to unnecessary risk. 

AI is a leadership and governance issue 

A common misunderstanding is that AI can be managed solely by IT teams or by individual staff who are confident users of new tools. Technical input is essential, but decisions about how AI is introduced, where it is used and how its use is explained require leadership oversight. 

Governors need a clear understanding of how AI use aligns with the school’s mission, values and policies and also with the expectations of parents. There is an additional complexity in international schools because they also need to factor in any regulatory requirements that may be relevant in their jurisdiction, cultural norms that may shape the expectations of different groups of parents, and any tension between these and the expectations or implications of international inspection or accreditation frameworks. 

Governors do not need to understand how AI tools work in detail. They do need confidence that leaders have a coherent approach and that the right questions are being asked. These include how AI supports educational aims, where limits are set and how risks are being managed. 

AI offers clear opportunities. Schools are already using it to reduce administrative workload, support lesson planning and explore more personalised learning. Over time, this may contribute to improved staff wellbeing and more effective use of budgets. 

At the same time, AI introduces new risks. Ethical concerns, data privacy issues and uncertainty around academic integrity are already apparent. Detection tools are still developing and can be unreliable. A false accusation of AI misuse, particularly in a high-stakes context, can quickly lead to conflict with families and legal challenge. 

From a governance perspective, the task is not to avoid AI but to ensure it is being managed responsibly. Blanket bans are rarely effective and in this case, may be counterproductive in limiting access to an increasingly important tool. Students already encounter AI outside school. A clearer and more sustainable approach is to support leadership teams in developing proportionate policies and ensuring these are applied consistently. 

Trust is built through clarity and transparency 

How schools communicate about AI matters. Students, parents and staff are more likely to feel confident when they understand how and why decisions are being made. Where communication is unclear or inconsistent, concern can escalate quickly. Governance should play an important role in setting expectations for openness. Clear explanations of policy, honest acknowledgement of areas still under development and consistent messaging help reduce reputational risk and build trust across the community. 

This transparency is also protective. Schools that can show they have thought carefully about AI use, risk and communication are better placed to respond calmly if challenges arise. 

AI does not sit in isolation. It connects to wider changes in education, including how students are assessed, what skills they need for the future and how schools demonstrate their value to families. 

Research and practice increasingly point to the importance of critical thinking, ethical judgement and adaptability. AI can support these aims if used thoughtfully. If used without clear purpose, it can undermine them. Governance has an important role in ensuring that the school’s approach to AI reflects its educational philosophy rather than reacting to external pressure or short-term trends. 

Equity also matters. Access to AI tools varies across regions and communities. Fairness and inclusion should form part of board-level discussion. 

Questions for Boards to consider 

Those involved in governnace do not need to become AI experts. They do need assurance that AI is being governed with the same care as other strategic issues. In practical terms, this means ensuring that: 

  • there is a clear rationale for AI use that reflects the school’s values 
  • policies address ethics, data protection and academic integrity 
  • leaders are supporting staff through training and shared guidance 
  • communication with parents and students is open and consistent 
  • AI is reviewed regularly as part of risk management and strategy. 

AI is now part of the environment schools operate in. With calm, informed oversight, boards can help ensure it strengthens learning, protects trust and supports the long-term health of the school.