Mayor Zohran Kwame Mamdani and Schools Chancellor Kamar H. Samuels announced a comprehensive new policy aimed at protecting students from the use of generative Artificial Intelligence (AI) in schools. This decision, made on September 2, 2026, establishes a one-year moratorium and new screen time guidelines, impacting approximately 600,000 public school students—representing two-thirds of the system’s total enrollment.
The Generative AI Moratorium and Scope
The policy mandates a temporary ban on student-facing generative AI for children in grades 2-K through 8th grade. This moratorium is effective for the 2026-2027 school year. Furthermore, the announcement introduces specialized curriculum elements for high school students, including twice-yearly AI critical thinking modules, age-appropriate screen time limitations, and limited AI pilot programs for a small selection of high school classrooms.
Mayor Mamdani stated that learning requires human connection and interaction with peers, emphasizing that children must develop skills and build relationships with educators. He added that while the technology industry suggests AI-powered early education is inevitable, the administration does not share that view, necessitating the moratorium and a year dedicated to studying the technology’s impact.
Other officials emphasized the importance of safeguarding the educational process. Governor Kathy Hochul praised the initiative, noting that New York State has been leading efforts to keep students focused on learning rather than digital scrolling. Schools Chancellor Kamar Samuels stated that the goal is to protect the “human connection, curiosity and creativity” vital for growth, asserting that innovation should not equate to simply adding more technology.
Curriculum and Implementation Details
The new mandate prohibits all software that utilizes student-facing generative AI for grades 2-K through 8th grade, including companion chatbots across all grade levels. The policy also introduces screen time restrictions for younger students: a recommended cap of 30 minutes per day for students in grades 3 through 5, and 45 minutes per day for students in grades 6 through 8.
For high school students, the policy requires two 45-minute AI literacy modules per year. These modules are designed to teach students about what AI is and is not, as well as covering AI-related biases, ethical concerns, risks, and impacts on future careers.
The limited AI pilots are restricted to a maximum of 50,000 high school students (about 5% of the public-school student body). These pilots take place under the direct supervision of a trained educator and utilize carefully vetted tools that meet rigorous safety and data privacy standards. The five pilot programs include:
- Quill: For English language arts, supporting text analysis and evidence use; limited to 15 minutes per week.
- Edia: For math classes, offering step-by-step coaching and prompting students to explain their reasoning; limited to 20 minutes per week.
- Brisk Teaching: Using teacher-created activities, providing guided practice with objectives and guardrails set by the instructor; 10 to 20 minutes, once or twice per week.
- Playlab: Used across multiple subjects to help students examine AI outputs for bias and reasoning; limited to two assignments per marking period.
- Intel AI-Ready Schools: Used across multiple subjects, assisting students in identifying community problems and developing AI solutions through semester-long projects; one period per week.
Oversight and Stakeholder Input
To manage the policy, a new Technology in Schools Coalition will convene throughout the 2026-27 school year. This coalition includes students, educators, parent leaders, elected officials, advocates, union partners, and subject experts. Its purpose is to assess the impact of the moratorium and limited pilots, with the group tasked with publishing a report containing recommendations for future academic years.
While the moratorium is in place, teachers are still permitted to utilize AI for tasks related to instructional planning and overall operations, provided that all tools adhere to New York City Public Schools (NYCPS) safety standards. Exceptions will be made for assistive technology used by students with disabilities, multilingual learners, and those participating in career readiness programs, such as computer science.
Multiple officials weighed in on the policy, calling it a responsible and thoughtful approach. Assemblymember Robert Carroll stated that early-grade education must be built on evidence-based practices, not experimentation with rapidly evolving technology. Council Member Lincoln Restler praised the policy for protecting young people from untested technology, noting that the pause allows stakeholders to craft long-term policies. State Senator Robert Jackson emphasized that true learning comes from the intellectual struggle, and that the goal of education is to teach questioning and critical thought, not merely the acquisition of knowledge.
Public Advocate Jumaane D. Williams highlighted that the ban and age-appropriate screen time limits are crucial steps toward ensuring the technology serves the safety and well-being of New York residents.
