Far too often, decisions that affect the future of societies are made without consulting those who will experience their consequences most directly: children. Unsurprisingly, this is happening now with artificial intelligence, a technology that impacts their daily lives practically from birth. So much so that a recent study by the University of California reveals that children aged between three and six already believe that smart devices have thoughts and feelings. If this is the case, then why are their voices not at the centre of this global debate?
With the goal of putting these voices at the forefront, last February the first Children’s AI Summit was held in the UK. This event was organised by The Alan Turing Institute, in collaboration with Queen Mary University of London, and supported by companies such as LEGO Group, Elevate Great, and EY (Ernst & Young). The Children’s AI Summit brought together over 200 children and young people aged 8 to 18, who shared their ideas, concerns, and suggestions on how AI should be developed and used ethically and responsibly.
What Are Their Concerns?
What goes through a child’s mind when they hear about artificial intelligence? What are their hopes and fears regarding technology? Education, health, work, the environment, and inclusion are some of the key topics around which their dreams and concerns revolve. Let’s take a closer look.
Education and the Digital Divide
When imagining the impact of AI in education, many children think of virtual tutors that could provide support to those living in remote areas or lacking sufficient teachers. Aarushi, 15, dreams of every student receiving individual guidance, regardless of their location. In this vision, AI would offer tailored methods to meet specific needs, facilitating the inclusion of neurodivergent children through translation and personalised tools.
Despite these benefits, some worry that over-reliance on AI could reduce creativity and problem-solving skills. Aananya, 13, questions whether dependence on technology might weaken human imagination. At the same time, concerns about inequality arise. While some households have stable internet and modern devices, others lack even the basics. Lara, 17, fears that those left behind by AI will lose essential opportunities. To address this, children like Ishrit, 13, propose plans to improve digital literacy and bring technology to underprivileged communities. In their view, it is not enough to distribute equipment—schools must integrate AI education and its potential risks into their curricula.
Health, Safety, and the Environment
Children also highlight protection and well-being as areas where AI could make a significant difference. Tejas, 11, suggests AI systems that detect signs of cyberbullying and alert parents or teachers, as well as apps that identify symptoms of depression or anxiety in young people.
There are also concerns about privacy and the possibility that their personal data might be collected without consent and fall into the wrong hands. Mariyah, 10, worries that tech companies might track her online habits and sell the data to third parties without regulation. Chekwube, 16, warns about the addictive nature of certain apps, from games with constant rewards to social media designed to capture attention for extended periods. In their view, there should be protocols limiting the indiscriminate use of platforms that impact social relationships or mental health.
Regarding the environment, Kartik, 14, reminds us that AI has an ecological cost. Despite being digital, training AI models consumes a significant amount of energy and, in some areas, even water. Nevertheless, many children believe that AI could help combat the climate crisis, for example, by predicting natural disasters or tracking endangered animal populations. Aaliyah, 14, proposes a global monitoring system that helps communities take timely action when drastic changes are detected in forests, rivers, or oceans.
The Future of Work and Automation Risks
Freddie, 17, is particularly concerned about the future of work. He has heard of adults whose jobs have been reduced to repetitive tasks or replaced by automated systems. He wonders what kind of job market today’s students will face in a world where machines handle much of production and services. He is not just thinking about factories—office jobs and delivery services could also be at risk. Hugo, 10, points out that companies might profit more from automation, but questions whether there will be policies to support families who lose their income.
Children propose a collaborative approach between humans and machines rather than simply replacing the workforce. Ethan, 16, suggests that schools integrate programmes combining technological skills with critical thinking and empathy development. He believes that this would prepare future workers to adapt to new professions instead of facing mass unemployment.
Privacy and AI Ethics
The protection of personal data has become a key concern. Children often use apps that request sensitive information or track their movements without them realising. Phoenix, 9, believes that no AI, however advanced, can replace the warmth of a teacher who understands their students’ emotions. However, he acknowledges that certain interactive systems can be useful for learning. For him, the biggest challenge is balancing technological progress with responsible data management.
Many children demand clear rules that limit the indiscriminate collection of data. Similarly, they want content aimed at young people to be properly moderated, as some algorithms promote videos or posts that are not always age-appropriate. As a solution, they propose the creation of international guidelines to protect children from digital manipulation and to force platforms to verify the suitability of their content.
Technology is not autonomous: it is defined by those who create and regulate it. That is why children’s participation cannot be an anecdote or a mere courtesy.
10 Demands for World Leaders
We call on world leaders to take the following actions:
- Listen to children!
- Consider the experiences and needs of children worldwide and establish measures to ensure AI is safe for them, including restrictions on social media.
- Monitor all data used to train AI models and remove biased or racist content.
- Implement new laws to ensure AI is developed and used ethically.
- Address AI’s environmental impact: we want AI to be powered by clean energy sources.
- Promote more AI education so that people better understand what AI is, how it works, and how to use it responsibly.
- Create guidelines and recommendations to help people—especially young people and their caregivers—use AI safely and appropriately.
- Require companies to be transparent about how AI is used and to disclose how their systems were developed.
- Ensure AI systems are protected from hackers and criminals.
- Guarantee that all children have access to AI’s benefits.
The Future Children Imagine
Children’s vision of AI is deeply connected to reality, and, in many ways, mirrors adult concerns. They recognise the risks of automation and lack of access to technology, they fear the loss of creativity, and they worry about data privacy. At the same time, they hope AI can enhance education, detect mental health issues early, monitor environmental threats, and create learning opportunities for isolated communities.
Technology is not autonomous—it is shaped by those who develop and regulate it. That is why children’s participation cannot be a token gesture. They, who will inherit the world, are not asking for the impossible—they simply want a say in shaping the future that will be theirs.
Will adults rise to the challenge?
