The integration of generative Artificial intelligence into educational settings has become a hot topic, with students at Rush-Henrietta Central School District (RHCSD) voicing their concerns. At a recent board meeting, two students from James Sperry High School expressed their discontent with the school’s use of AI in the curriculum, reflecting a wider debate fueled by rapid technological advancements.
The district’s exploration of AI began in early 2026 with the establishment of an AI steering committee, led by Superintendent Barbara Muller. This committee, comprising faculty from RHCSD and SUNY Geneseo’s School of Education, aimed to align AI with the district’s strategic plan, Vision 2037. The goal was to equip students with future-ready skills in an era dominated by large language models and prompt engineering.
The District’s Vision for AI Integration
The district’s draft framework outlines how AI could personalize instruction, foster inclusivity, and address systemic biases in education. Muller highlighted the potential benefits, such as tailoring lessons to individual student needs and breaking down language barriers. However, she also acknowledged the risks, including mental health concerns, exposure to inappropriate content, and the spread of misinformation.
To address these risks, the district launched Expedition AI in fall 2026, an initiative to educate parents, faculty, and students about the benefits and risks of AI. This included a seminar on AI ethics and safety, demonstrating the district’s commitment to responsible AI use.
The Controversial Assembly
Despite the district’s efforts, a school assembly on May 14 drew criticism for its use of AI-generated images. The event featured students sharing personal stories about influential figures in their lives, accompanied by artwork created with LumiStory AI. The presence of LumiStory founder and former NFL star Colin Kaepernick added to the controversy, with students questioning the focus on AI branding over human creativity.
Students Mariana Albino-Toro and Phillip Donk criticized the event, highlighting concerns about AI’s impact on the environment, art theft, and its effects on mental health and cognitive function. They questioned why AI was used to illustrate stories instead of involving student artists, sparking a broader discussion about the role of technology in education.
The District’s Response
In response to the students’ criticisms, Muller clarified that AI is not fully integrated into the curriculum. She acknowledged the challenges of keeping AI out of classrooms as major tech brands incorporate AI features into their products. Muller emphasized the importance of understanding the implications of using AI tools and encouraged students to continue voicing their concerns.
The debate over AI in education is far from settled, with students, educators, and administrators grappling with the benefits and drawbacks of this powerful technology. As the discussion continues, one thing is clear: the voices of students will play a crucial role in shaping the future of AI in schools.
