Students felt AI monitoring and judgement adds pressure, while teachers worried over-monitoring would change their own behavior and risk teacher-student trust¶

Claim · All claims
Evidence · 2 studies · 2 qualitative r2 · q2
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students were concerned about unnecessary pressure created by AI monitoring and judgement, building on pressure they already felt in school. → monitor-students q2 i? Teachers worried AI alerts would make their interventions look like suspicion and preferred moving around the room to consult with students. → monitor-teachers

Evidence¶

monitor-students¶

Tomohiro Nagashima, Lisa Siegrist, Niklas Scholz, Shintaro Sato, Martina Vincoli, and Man Su. 2026. Mind the Trust Gap: Identifying (Mis)alignments in Teacher-Student Views Toward Control and Agency in K-12 Classroom AI. Proc. ACM Hum.-Comput. Interact. 10, 6, Article CSCW124. https://doi.org/10.1145/3816972

q2 · i? · qualitative · r2

Student quote (S4, age 14, Data Control) from the AI Monitoring and Feeling of Judgement theme; the article states this existing pressure makes it challenging for students to accept consistent monitoring.

"You're told you're going to school under pressure, you can't concentrate, and the only thing you're told by the teacher is that you can't do this and that well, and that you should do this and that better"

monitor-teachers¶

Tomohiro Nagashima, Lisa Siegrist, Niklas Scholz, Shintaro Sato, Martina Vincoli, and Man Su. 2026. Mind the Trust Gap: Identifying (Mis)alignments in Teacher-Student Views Toward Control and Agency in K-12 Classroom AI. Proc. ACM Hum.-Comput. Interact. 10, 6, Article CSCW124. https://doi.org/10.1145/3816972

q2 · i? · qualitative · r2

Teacher quote (T3, 4 years of teaching, Help-Seeking/Giving Control) from the AI Monitoring theme; teachers wanted to avoid students feeling embarrassed by mistakes and to protect built trust.

"It should not look as if you are coming to the student because you are now placing them under general suspicion [that the particular student is struggling], but even in the other scenarios it should actually be that you move around the room and consult with them from time to time"

Discussion¶

Related Claims¶

• Teachers raise big-picture concerns about GenAI including surveillance, over-reliance, reduced teacher collaboration, job replacement, and training needs — related
• Student-facing AI raises serious wellbeing, equity, and safety concerns, and some educators express more confidence in teacher-facing tools — related
• High-tech VAD equipment made some participants feel under observation and stressed, and viewing recorded mistakes before teammates was seen as critical in both VAD forms, a potential threat to psychological safety — related
• Students trust and respect teachers who support them as learners through clear lessons, monitoring, feedback, and individualized support, not teachers who act as buddies — related