Approaches to Artificial Intelligence Policy Development in K–12 School Districts

As generative artificial intelligence (AI) adoption rates continue to surge in K–12 settings, district leaders continue to face pressure to develop responsive AI policies. This study draws on data collected from interviews with leaders from six Colorado districts to examine their approaches to AI policy development and implementation. Findings suggest districts initially relied on informal AI guidelines, student-facing AI bans, or modifications to existing acceptable use policies. Results reveal gaps in professional development and evaluation structures. Implications of this study, including recommendations to support other education leaders in navigating the early stages of AI policy development, are discussed.