AI divide opens ‘Wild digital west’ in UK schools, report warns

Private schools in the UK are far ahead of state schools in adopting artificial intelligence (AI) tools, creating a growing digital divide in education. The most disadvantaged students risk being left behind as private schools move faster to train staff and use AI in classrooms.

45 percent of private school teachers have received formal AI training, that is more than double the 21 percent in state schools. Informal AI training is also much more common in private schools, a new report by the Sutton Trust reveals.

The research surveyed more than 10,000 teachers across England, including headteachers and senior leaders.

Another aspect that drew the researcher’s attention was how deeply AI is already integrated into private schools. For example, 18 percent of private school teachers use AI daily, compared to 11 percent in state schools. Many state school teachers said they lack the confidence to use AI. That could result in the teachers limiting themselves from using tools which are useful in time planning and reducing an already heavy workload.

The research also shows that teachers use AI mostly to plan lessons. However, private schools extend AI use to writing pupil reports, creating assessments, marking work, and communicating with parents. These tools can free up teachers to spend more time supporting students, but less well-resourced schools miss out on these benefits.

The gap is also clear within the state sector. Wealthier schools are more likely to have AI strategies and staff dedicated to overseeing AI use, while disadvantaged schools often lack these resources.

The Sutton Trust warns this uncoordinated approach creates a “digital wild west,” with little guidance or oversight on AI use. This could lead to misuse, such as plagiarism or over-reliance on AI, which may harm students’ critical thinking skills.

“It’s alarming how quickly a digital divide is opening up. If we don’t act now, schools serving disadvantaged pupils will fall further behind. Access to AI tools should not depend on the type of school a child attends. - said Nick Harrison, CEO of the Sutton Trust.

Currently, the government has issued general guidance on AI, but no mandatory training or policies for schools. The report calls for urgent action, including providing AI-enabled devices to all disadvantaged pupils, making AI training compulsory for school leaders and teachers, requiring every school to have a senior staff member in charge of AI strategy, and monitoring and closing gaps in AI access with targeted funding.

The report concludes that while AI offers real benefits for teaching and learning, these must be shared fairly. Without clear plans and support, AI risks becoming another factor that widens educational inequality rather than helping to close it.