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U.S. schools are increasingly moving away from blanket bans on AI and toward AI literacy programs that teach students how to use the technology critically, safely, and effectively. In South Carolina, the 50,000-student Charleston County School District has developed an AI policy and is introducing training for teachers, middle schoolers, and high schoolers covering hallucinations, bias, data privacy, and the importance of verifying AI-generated information. The approach aims to prepare students for an AI-driven future without encouraging them to rely on chatbots in place of independent thinking. Approaches vary nationwide, with 37 states having published official AI guidance for schools. Utah has taken a centralized approach, training more than 7,000 teachers over the past year and requiring districts to establish AI policies by July 2027, while other states and districts are developing their own strategies. Educators say effective AI literacy should teach students not only how the technology works, but also when not to use it, while ensuring that teachers and students in rural and under-resourced districts have access to training and appropriate tools.

 

U.S. News

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California has completed its statewide expansion of transitional kindergarten, making free TK available to every four-year-old and creating what the state says is the nation’s largest pre-K system. California has invested $12.5bn since 2019 in the expansion, which is expected to save families nearly $14,000 per child annually. More than 213,000 children were enrolled in TK during the 2024-25 school year, and state data indicates participants entered kindergarten ahead of their peers in early literacy and math skills. The initiative is part of broader education investments that include expanded after-school programs, universal school meals, literacy support, mental health services, and additional special education funding.

 

The Desert Sun

Teachers are experiencing increased verbal and physical aggression at work, contributing to stress, safety concerns, and decisions to leave the profession. A nationally representative survey of 5,500 P-12 teachers, published in July in the Educational Researcher, a journal published by the American Educational Research Association,  found that strong principal support, including clear communication and backing around student discipline, can improve teachers’ sense of safety, reduce stress, and support retention. However, administrative support alone may not be enough for teachers experiencing high levels of victimization, some of whom may have already decided to leave their jobs. Researchers recommend that schools prioritize preventative strategies, including restorative discipline, counseling, positive student-teacher relationships, and incentives for positive behavior. In contrast, exclusionary discipline and school-hardening measures, such as expulsions, metal detectors, and security cameras, were associated with higher odds of teacher victimization. With 18% of teachers surveyed in 2026 saying they were likely to leave their jobs during the 2025-26 school year, the findings suggest that schools need both supportive leadership and proactive approaches to preventing violence.

 

Education Week News

Rural school districts may be able to improve teacher retention by addressing working conditions, community integration, and the unique challenges of geographic isolation. Alaska’s Lower Kuskokwim School District, which serves 4,100 students across 29 largely remote schools, had 78 of its 350 teaching positions unfilled in 2022-23. Research based on the district’s experience found that rural teachers are more likely than urban educators to leave because of working conditions, including housing difficulties and challenges adjusting to isolated communities. Researchers recommend using local data and teacher feedback to identify problems, setting realistic expectations for new hires, providing stronger community and cultural support, and continually evaluating retention initiatives. Experts also caution that traditional strategies, such as mentoring and professional development, may need to be adapted to the realities of small, closely connected rural communities.

 

Education Week News

In March, an incident at Apricot Valley Elementary School in Patterson highlighted the dangers of pesticide exposure on school campuses. Herbicides, including Cheetah Pro and Cornerstone, were applied while students were present, leading to symptoms such as difficulty breathing and skin irritation. Parents expressed concerns about potential long-term health effects. The incident underscored the importance of California's Healthy Schools Act, which mandates safe pesticide use and promotes integrated pest management. Patterson USD responded proactively by enhancing staff training and implementing the Weedtechnics Satustream system, which uses high-temperature water for weed control. Bianca G. Lopez, co-founder of Valley Improvement Projects, emphasized that "when families are informed and districts prioritize prevention over reaction, we create healthier and safer learning environments for every child." The district's actions serve as a model for others to follow in ensuring student safety.

 

The Modesto Bee

A group of three parents from Jesuit High School in Sacramento has submitted a canonical petition to the Catholic Church, claiming the school violated canon law by deciding to admit girls without consulting parents. The petition, addressed to the Dicastery for Culture and Education, requests an investigation into the school's decision. Board chair Amy Rogers stated that the co-divisional model aims to provide "meaningful single-sex classroom educational and formation experiences." However, Christopher Bakes, a Jesuit alumnus and co-leader of the petitioning group, emphasized that the controversy arises from the abruptness of the decision, saying: "There was no such study or any kind of process of discernment." The petition follows a six-year struggle by concerned parents against perceived secularization in Catholic education.

 

The Sacramento Bee

Fresno USD is temporarily assigning more employees to shuttle students due to a driver shortage caused by the new Senate Bill 88, which mandates stricter qualifications for those transporting students. The district is working to qualify staff to meet these requirements, which took effect on July 1, 2025. "The district and school sites are also required to monitor and maintain applicable records and compliance measures," said AJ Kato, communications manager for Fresno Unified. Currently, 75 small vehicles are in operation, and the district is deploying experienced drivers to ensure students can participate in school events without disruption. 

 

The Fresno Bee

Registration is now open for Santa Barbara County high schools to participate in the 2026–27 Poetry Out Loud program. The county champion will receive gift cards, formal recognition from the Santa Barbara County Board of Supervisors, and advance to the State Finals in Sacramento. The California State champion will earn a cash prize, funding for their school to purchase literary materials, and an all-expenses-paid trip to the National Finals in Washington, D.C. Kristen Kurth, an English teacher at Righetti High School, said: “Poetry Out Loud has been an incredible way to get my students excited about reading a variety of different styles of poetry.” Schools must register by September 30, 2026, using the online registration form. Poetry Out Loud is open to all public, private, charter, or homeschool high school programs in the county.

 

Santa Barbara News-Press

Australian education ministers are reconsidering the role of screens in classrooms following declining writing and digital literacy results. Education Minister Jason Clare has raised the possibility of returning NAPLAN writing tests for Years 5, 7, and 9 to pen and paper, while national testing found that just 37% of Year 10 students and 50% of Year 6 students were proficient in digital literacy, the lowest levels recorded since testing began in 2005. The debate comes as students increasingly use AI for schoolwork, with more than 60% of Year 10 students and almost one-third of Year 6 students reporting using AI to generate written content at least monthly. Victoria is already tightening classroom device use from 2027, limiting younger primary students' access and capping screen time for Years 3 to 6 at 90 minutes per day, although school leaders have raised concerns about funding, equipment, and whether screen use outside school is a greater problem. Researchers caution that reducing screen time alone may not improve learning, arguing that educational outcomes depend on how technology is used, rather than simply how often.

 

The Educator Australia