AI in schools: what school leaders need to know
A joint report by Teach First and Accenture is helping school leaders across England understand and navigate generative AI, highlighting the practices of the most effective teams so others can apply these insights in their schools.
There is a real risk that disjointed or reactive adoption of AI could reinforce existing inequalities between schools and pupils. This report shows what deliberate AI adoption looks like, and why it matters most for the pupils who need it most.
AI is already in schools. The question is whether it's managed deliberately.
School leaders increasingly believe AI will shape how education is delivered, however their approach can be fragmented, informal and highly variable. This report finds that uneven confidence, capability and organisational capacity, rather than technology, could limit AI adoption.
Without deliberate intervention, AI risks amplifying educational inequality. Schools serving more deprived communities often face tighter constraints on time, funding and leadership capacity – making it harder to prioritise experimentation or staff training. At the same time, access to devices, digital skills and confidence in using technology cannot be assumed for pupils from disadvantaged backgrounds.
When school leaders use AI themselves and explore it directly, schools are much more likely to create clear plans, help staff feel more confident and encourage a culture where people are comfortable trying new things. Their aspirations, concerns and day-to-day constraints will determine how AI is implemented and the way it influences pupils’ opportunities.
About the research
This study combines survey data and interviews to build a clearer picture of how school leaders in England are thinking about and using AI. The survey helps show the wider trends across schools, while the interviews give more detailed insight into leaders’ views, actions, and how decisions are made in everyday practice. Across all components, the focus is on understanding how leaders interpret, prioritise, and act on AI amid competing pressures in schools.
Recommendations for school leaders
Five practical steps leaders can take now. These recommendations offer practical steps for school leaders seeking meaningful results, illustrated by examples of emerging good practice.
- Schools making the most progress are typically those where leaders visibly use AI themselves.
- Schools that use AI effectively are clear about both what they want AI to achieve and where its use should remain limited.
- Successful adoption begins with practical, low-risk applications such as lesson planning and administrative tasks.
- Schools that move beyond reactive adoption create cultures where staff feel safe to trial and refine AI use.
- Progress depends on ongoing opportunities for staff to learn from one another.
Read the full report for findings, case studies and practical recommendations.