AI is reshaping classrooms, but teachers get little guidance

Poll Finds Most K-12 Teachers Report Little Formal Guidance on AI Tools

A survey of U.S. public school teachers indicates that most have received little or no formal guidance on using artificial intelligence tools for classroom tasks, according to a report released by Gallup and the Walton Family Foundation.

The poll, conducted from February 9 to March 2, 2026, surveyed 2,069 public K-12 teachers. Among respondents for whom each task applied, large majorities reported receiving no guidance on several AI applications. Seventy-one percent said they received no guidance on using AI to obtain feedback or coaching on their own teaching. Sixty-nine percent reported no guidance on using AI for one-on-one instruction or tutoring.

Majorities also reported no guidance on analyzing patterns in student learning, performing administrative work, grading or providing feedback on assignments, and supplementing instruction. Teachers reported receiving the most guidance, though still limited, for lesson preparation, creating worksheets, and developing assessments.

The report shows variation by school characteristics. Teachers in higher-income schools were more likely than those in higher-needs schools to report receiving guidance, particularly on creating student materials and assignments.

When guidance was provided, it was more often informal—such as verbal instructions or shared expectations—than formal institutional policies, the survey found.

Education technology executives described the challenges of establishing uniform rules. Arman Jaffer, CEO and founder of Brisk Teaching, an AI education browser extension, noted that elementary teachers and high school AP math teachers use AI in different ways. He said the broad capabilities of AI make centralized district management difficult, leading some administrators to treat the tools similarly to optional platforms such as Canva or Quizlet.

Jaffer stated that AI represents a more powerful technology than earlier classroom tools and is changing how teaching occurs. He said a teacher’s primary role is delivering high-quality education rather than testing every available tool, and that administrators should identify tools that reduce workload.

Amy Loyd, CEO of All4Ed, said AI tools are already in use by students and that the relevant question is how well educators receive ongoing professional learning to use them confidently. She noted that teachers face pressure to incorporate AI while often lacking corresponding policy frameworks, support systems, or institutional direction. Loyd added that integration sometimes occurs without clear evidence that it improves student outcomes.

The report places these findings in the context of broader AI adoption. Some K-12 teachers already use AI for work tasks, and surveys of students indicate growing expectations that AI skills will be required in college. College students have also reported changing majors in response to AI developments.

Jaffer said AI can strengthen effective teaching practices or magnify weaker ones, and that increased use alone does not guarantee better results. The data show that formal training and policy development have not kept pace with tool availability in most districts surveyed.