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Artificial intelligence is no longer a future-facing consideration, but a present-day reality. With the recent publication of the and we’ve reached a turning point. AI is here, evolving rapidly - and our young people are already using it.

There is no single settled view on AI in education. What is clear is that it brings both opportunity and risk. It can enhance learning, but also undermine it. It can widen access, but deepen inequity and bias.

A real concern for me, as a headteacher, is what this means for learners entering a fast-changing economy, particularly if education fails to keep pace or shape the future they inherit.

AI: the risk of doing nothing

This is why leadership on AI matters. “The biggest risk is doing nothing,” as noted in the title of last year’s , England’s schools inspectorate.

AI has been likened to a wild horse: we can try to outrun it or learn to ride it, guiding its direction and pace. For school leaders, the choice is clear.

Like any resource, AI must be used intentionally: when, how and - crucially - when not to. Without a coherent approach, we risk confusion and inconsistency.

Drawing on national and international guidance - from the to Unicef, and the Organisation for Economic Cooperation and Development () - here are 10 practical actions for school leaders.

1. It takes a team

AI cannot sit with one individual. Build a team approach with clear roles and remits across data protection, pedagogy, curriculum and professional learning.

2. Start the conversation

Understand your starting point. How are staff and pupils using AI? What are their concerns? Pupils often want guidance; parents prioritise safety and protections. Both are essential.

3. Protect first

Adoption without protection is a risk. As highlights, children should not be seen as “small adults” - they need tailored safeguards. Focus on privacy, equity and impact on learning. Use the helpful national guidance - which includes a useful checklist - as a starting point before AI adoption.

4. Partner with parents

AI extends beyond school. Engage parents early through communication, workshops or co-design.

5. Teach AI literacy

AI literacy is essential. It includes not just using tools but critical thinking, ethics and informed judgement. The and the (Teaching Responsible AI Literacy in Schools) are very useful.

At Mearns Castle High School, we are recruiting a developmental role focused on AI literacy, reflecting our commitment to this agenda. There is no one-size-fits-all model, but adopting a coherent approach will give learners the best opportunity to succeed.

6. Adopt deliberately

Avoid rushing. Work within local authority policy and clear governance. Your council is ultimately responsible for data governance, and compliance is essential. Not all tools - or uses of them - are appropriate. Work in partnership to get it right.

7. Think long term

AI is a societal shift. Consider the implications for curriculum, skills and the role of human creativity and connection. These are big questions, and the answers will shape our future schools.

8. Baseline and plan

Identify your starting point, set priorities and gather data to measure impact and progress, and build momentum.

9. Align with priorities

AI should not be an add-on. It aligns with curriculum improvement, pedagogy, equity and inclusion. Scotland’s Curriculum Improvement Cycle is a golden opportunity to evolve the curriculum with a future focus.

10. Collaborate

Work with others. Shared learning across schools and authorities will strengthen practice and reduce risk. No one school will get it all right - but together we have the best chance. Networks such as the newly formed AICE present a great opportunity to learn and grow together. Collaboration beyond our schools will give us all the best chance to get it right for all of our learners.

International guidance reinforces clear messages. Unesco highlights the need for strong policy and human oversight. Unicef emphasises risks around bias, privacy and children’s rights. The OECD and stress that AI literacy is essential for future citizenship, while also recognising emerging challenges such as deepfakes and emotional dependency.

Across all of the guidance, one principle stands out: progress and protection must go hand in hand. The ambition within the Scottish national strategy is clear. By 2031, AI literacy should be universal, with young people equipped to thrive in an AI-enabled world. Schools are central to this.

This is about more than tools. It is about how knowledge is created, accessed and applied - a fundamental shift in how we live and work.

As school leaders, we have a crucial role: prepare learners, protect wellbeing and guide progress in line with our values. The lessons of social media remind us what happens when we do not act early enough. AI is here. Whether it becomes a force for good depends on the decisions we make now.

Stuart Clark is headteacher of Mearns Castle High School in East Renfrewshire. He is a member of the BOCSH group of experienced headteachers and a council member of School Leaders Scotland