Survey shows growing concern over AI and screens in Montclair schools
A survey of more than 800 parents, students and staff in the Montclair School District reveals widespread unease about artificial intelligence and classroom technology - and the district is now drafting two new policies in response.
The results, presented at a Board of Education meeting Wednesday night, show that 87% of parents want clearer communication about technology and AI use. Nearly half of parents said they have no idea how often their children use AI tools for schoolwork. The survey included over 500 parents, 234 students across all grades and 104 staff members.
"We're well aligned as a community that we're too far in one direction," said Matthew Jurow, a volunteer with Screen Aware Montclair. "That we should be moving back towards analog instruction wherever we can."
Two new policies in the works
Superintendent Ruth Turner said the district is developing two separate policies - one for AI use in classrooms and another for Chromebooks and other educational devices. She said she expects to present a policy for board review next month.
Most school staff members surveyed said their top concern is students becoming overly dependent on AI. Nearly 80% of staff cited overreliance as their primary worry. Students shared a range of concerns, with some asking for AI as a tutor rather than a replacement for their own work.
"A fair approach is to treat AI like a tutor or calculator - useful when it helps learning, but limited when schools are assessing mastery," one seventh-grade student wrote.
Another high school student said peers "who put in no work" and use AI for assignments "are getting much better grades than the students who tirelessly work for hours." The student added: "I really hope that next year there is stronger enforcement."
National momentum behind screen limits
The concerns in Montclair reflect a broader shift across the country. The Los Angeles Unified School District, the second-largest district in the U.S., banned screen time for pre-K through first grade this year and sharply cut it for older students. State legislatures in multiple states are considering similar restrictions on educational technology.
Advocates point to research showing that digital tools have not improved academic outcomes and may be harming students' ability to learn. Artificial intelligence has deepened those fears.
Board member Melanie Deysher said "some members of the community feel quite strongly that our kids are on the Chromebooks in schools a lot more than what the survey is perhaps indicating."
Parents want transparency on AI use
According to the district's presentation, parents want clarity on how AI is used, not necessarily a ban. "Parents are not necessarily opposed to AI, but they want a clear understanding of how it's being used," said network administrator Byron Diaz, who presented the findings.
A "vocal minority" of students - about 18 middle and high school students - said AI should be banned outright. Others offered more nuanced views, wanting AI as a learning support that does not replace original thinking. Teachers and administrators looking for practical guidance on AI policy can explore the AI for Teachers Learning Path, which addresses classroom integration and responsible use.
Superintendent Turner acknowledged the survey was a relatively small sample but an issue of growing community importance. "We're not going to make everybody happy, but there will be significant changes that will align with what research is telling us on behalf of our students," she said.
Why this matters for education professionals
For teachers, administrators and school staff, the Montclair case shows that AI policy is now a front-line classroom issue - not a theoretical one. The survey's demand for clearer communication and stronger enforcement means schools across the country will face pressure to define AI's role in student work. Educators who understand how to set boundaries around AI use will be better equipped to handle what comes next. For those working in AI for Education, this trend underscores the need for practical guidelines that balance learning support with academic integrity.
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