Parents back unions’ urgent call to make education staff central to AI adoption in schools
The AEP, alongside fellow education unions, are urgently calling for our voice and expertise as educators to be at the centre of shaping AI adoption in education settings across the UK.
- Major poll reveals stark gap between parent expectations and government priorities on AI in schools, as nine education unions offer a roadmap for giving educators a seat at the table.
- Only 38% of parents say they have been consulted about AI use in their child's education, yet 58% of those never consulted say they want to be. New polling found that while 80% of parents trust educators to make decisions about AI in education, just 56% trust government and regulators to do so.
- The findings come as nine major unions issue an urgent joint call for educators to be central at every stage of AI, from national policy formation through to tech design and classroom deployment.
As the government pushes ahead with plans to roll out AI in schools, unions representing millions of education staff are urgently calling for their voices to be heard. New polling reveals that parents feel the same with a trust gap that should alarm policymakers. Eighty per cent of parents trust education staff to make decisions about AI in education, compared to just 56% who trust government and regulators.
Nine unions representing teachers, school leaders, support staff and specialists across the UK have today (Friday) called for educators and their unions to be involved “at every stage” of AI adoption in education.
In a joint statement published today (Friday) Unison, Unite, UCU, NEU, NASUWT, NAHT, GMB, EIS and AEP say:
"Technology is not a panacea. It is a tool. The potential to enhance education for students, educators and society at large depends on the way these tools are designed, deployed, and evaluated. Meaningful educator involvement is needed throughout to ensure that the rapid roll out of AI in education is shaped by professionalism and sound pedagogy."
New polling
The statement is published as new polling reveals the vast majority of parents want education staff to be central to AI governance. While 80% of parents trust educators to make decisions about AI in education, just 56% trust government and regulators to do so. Parents’ levels of trust in educators to make decisions about AI use in their child's education crosses political divides.
- Conservative: Educators 85% vs EdTech 69% vs Government 63%
- Labour: Educators 84% vs EdTech 70% vs Government 67%
- Reform: Educators 73% vs EdTech 64% vs Government 47%
- Lib Dem: Educators 83% vs EdTech 67% vs Government 66%
- Green: Educators 75% vs EdTech 54% vs Government 46%The polling conducted by Survation shows only 38 per cent of parents have been actively consulted on the use of AI in their child’s education, and the families most likely to need reassurance are being left furthest behind. Only 26% of families with children who have special educational needs or disabilities have been informed about AI use in their child's education, compared to 46% of other families.
Joint statement
As AI is increasingly deployed throughout education – and despite this clear preference displayed by parents -- educators and their unions are not central to decision-making around these technologies. Unions are jointly issuing a statement calling for an urgent course correction.
The statement reads: We are nine unions representing millions of educators across the UK – teachers, specialists, support staff, school leaders, and workers throughout the education system. Every day we support, teach and lead in schools, colleges, and universities across all jurisdictions of the UK.
As AI is being rolled out rapidly in education, there is an urgent need to ensure this is shaped by the expertise and professional judgement of these educators.
We recognise that AI and education technology (EdTech) can complement human-centred education. But we know that AI cannot solve the education system’s deeper problems: underfunding, teacher shortages, overwhelming workloads, or the social and economic pressures educators face every day. And without clear guardrails, these technologies risk making existing problems worse and undermining both quality of education and students’ best interests.
To realise the potential that AI in education can offer, educators and their unions must be central to every stage of AI adoption, from policy formation and design, through procurement and deployment, to evaluation. All actors and institutions must ensure that AI and EdTech strengthens, not replaces or undermines, the vital relationships between all education workers and students.
TUC Assistant General Secretary Kate Bell said: “AI is a tool that could enhance education for generations to come. But AI cannot fix underfunding, staff shortages and overwhelming workloads.
“If the government wants public confidence in its AI agenda, it needs educators and their unions at the policy table from the outset.
“Teachers, support staff and other education workers know better than anyone how this new technology could benefit both them and students. It is vital they are involved in decision making from day one.”
Notes to editor: Polling details and full statement
Additional data
More than half of parents with a child in school or college (53%) have concerns about AI use in education, with top worries including child safety and wellbeing (54%), data privacy and security (51%), and reduced teacher autonomy and professional judgment (44%).
When asked who should have the most weight in decisions about AI in education, parents most commonly ranked educators first (38%), well ahead of government (18%) and EdTech companies (7%).
Methodology : Survation conducted an online survey of 1,251 UK parents (parents of children aged up to 18 in the UK) between 17th-22nd December 2025. Where parents have more than one child in school or college, responses are based on their eldest child.
The full joint statement reads:
An urgent call for educator voice in AI and EdTech
We are ten unions representing millions of educators across the UK – teachers, specialists, support staff, school leaders, and workers throughout the education system. Every day we support, teach and lead in schools, colleges, and universities across all jurisdictions of the UK.
As AI is being rolled out rapidly in education, there is an urgent need to ensure this is shaped by the expertise and professional judgement of these educators. We recognise that AI and education technology (EdTech) can complement human-centred education. But we know that AI cannot solve the education system’s deeper problems: underfunding, teacher shortages, overwhelming workloads, or the social and economic pressures educators face every day. And without clear guardrails, these technologies risk making existing problems worse and undermining both quality of education and students’ best interests.
To realise the potential that AI in education can offer, educators and their unions must be central to every stage of AI adoption, from policy formation and design, through procurement and deployment, to evaluation. All actors and institutions must ensure that AI and EdTech strengthens, not replaces or undermines, the vital relationships between all education workers and students.
We set out here the ways in which educator voice must be empowered from end to end, from the highest levels of regulation to decisions at local level.
At the national policy making level
Educators and their representatives must be directly involved in policy formation, bringing pedagogical expertise to define what problems need solving and whether and how technology is the appropriate solution. We call for political commitments to early and ongoing consultation, direct input into legislative and regulatory frameworks, and genuine representation and decision-making power.
In the design and development of systems by EdTech providers
Early involvement of educators and their representative unions in developing the technology itself is key to ensuring that EdTech has a positive impact on teaching and learning. It will create better systems that support, rather than undermine, the irreplaceable human elements of education. Commitments by EdTech providers to work collaboratively and to meaningfully incorporate educator and union voice at this stage will help ensure EdTech is rooted in sound pedagogy and professional autonomy.
At the local institution procurement and decision-making stage
At the local institution level, educators and their unions must be partners in the co-creation of policies and practices, including through collective bargaining and procurement. They need the time, support, and authority to make informed decisions and select tools or reject proposals.
Comprehensive safeguarding frameworks must be collectively developed with educators and their unions. These must explicitly define and commit to responsible approaches to AI and reflect the need to ensure inclusion of all pupils and staff.
At the local deployment and evaluation stages
Rushed deployment of AI and other EdTech tools increases risks. Instead, implementation must be educator-led, with appropriate professional learning, planning time, and ongoing support. Educators must retain control over pedagogical decisions so they can decide what works best for their students.
Ongoing evaluation must involve educators and use criteria that reflects educational values, including meaningful assessment of impacts on learning relationships, equity, inclusion, workload, and student well-being and development.
Educators must have clear channels to raise concerns about technology they believe to be harmful; pause or end the use of technologies when there are strong concerns; and to champion innovations that genuinely enhance teaching and learning.
Educators must shape the tools of education
Technology is not a panacea. It is a tool. The potential to enhance education for students, educators and society at large depends on the way these tools are designed, deployed, and evaluated. Meaningful educator involvement is needed throughout to ensure that the rapid roll out of AI in education is shaped by professionalism and sound pedagogy.
We call on government, employers, and technology providers to commit to involving educators and their unions at every stage of AI and EdTech adoption, to ensure that they advance education, equity, and the profession.
Signed (in alphabetical order):
AEP, EIS, GMB, NAHT, NASUWT, NEU, UCAC, UCU, UNISON, Unite
Supported by the TUC
About the TUC: The Trades Union Congress (TUC) exists to make the working world a better place for everyone. We bring together the 5.3 million working people who make up our 47 member unions. We support unions to grow and thrive, and we stand up for everyone who works for a living.
Contacts: TUC press office
media@tuc.org.uk / 020 7467 1248
Calls for action
Calling for AI to be shaped by the expertise and professional judgment of teachers, support staff and education workers, signatories say government, employers, and technology providers must commit to involving educators and their unions at every stage of AI and EdTech adoption.
The statement calls for:
- At the national policy making level: Educators and their representatives must be directly involved in policy formation, bringing pedagogical expertise to define what problems need solving and whether and how technology is the appropriate solution.
- In the design and development of systems by EdTech providers: Early involvement of educators and their representative unions in developing the technology itself is key to ensuring that EdTech has a positive impact on teaching and learning.
- At the local institution procurement and decision-making stage: At the local institution level, educators and their unions must be partners in the co-creation of policies and practices, including through collective bargaining and procurement.
- At the local deployment and evaluation stages: Implementation must be educator-led, with appropriate professional learning, planning time, and ongoing support. Educators must retain control over pedagogical decisions so they can decide what works best for their students.
