Sir Anthony Seldon, a former headteacher at a private school and co-founder of the group AI in Education, has raised concerns that the potential benefits of artificial intelligence (AI) are being overlooked and that the technology poses a significant challenge to the mental health of young people. He argues that AI could undermine intellectual rigor and the fairness of academic assessments. Seldon criticized the UK government's response to AI in education, stating that Britain is among the lowest-ranking countries in its use of AI in schools. He believes the response has been inadequate, too narrow in scope, and delayed. Seldon warned that the greatest risk of AI is not its potential to threaten humanity, but its ability to stifle the development of young minds if not properly managed. He emphasized the need for government action to ensure that AI tools do not replace essential human interaction in education. In a 2025 statement, he suggested that AI could transform classrooms, with much of the learning taking place on screens. However, he stressed the importance of maintaining face-to-face engagement to prevent students from feeling isolated or dehumanized. Research from the Organisation for Economic Co-operation and Development (OECD) supports some of these concerns. The OECD's Programme for International Student Assessment (Pisa) found that countries with higher AI integration in education tend to perform worse academically. Andreas Schleicher, the OECD's education and skills director, explained that the effectiveness of AI in learning depends on how it is used. He noted that simply consuming content does not lead to learning, just as watching sports does not make someone fit. Learning requires effort and cognitive challenge, and AI can be beneficial when it supports this process, but harmful when it makes tasks too easy, reducing actual learning outcomes. In response to these concerns, a spokesperson for the UK Department for Education (DfE) stated that AI must be used safely, responsibly, and effectively in schools. The department emphasized that technology should enhance, not replace, critical thinking, creativity, and deep learning. The DfE is also investing £23 million to evaluate which digital tools have the greatest impact in schools. Additionally, the department is working on broader reforms to the national curriculum and assessment framework to ensure that education remains effective and responsive to technological changes.