AI chatbots are now standard for US teens, but emotional reliance may hurt them
New surveys indicate high schoolers use AI for academic and social support, yet data links heavy emotional reliance to increased loneliness and poor mental health outcomes.
By Isabella Kaur ·
American adolescents are increasingly integrating artificial intelligence into their daily routines for both academic assistance and emotional regulation. Recent data reveals that this technological adoption has outpaced the traditional age restrictions of major platforms, creating a new layer of digital interaction for young people.
Two distinct surveys released this month quantify the scale of this shift. The JED Foundation, a mental health advocacy organization, polled 5,500 students aged 9 to 17 across schools nationwide. Their results show that 90 percent of these youths have used an AI chatbot. A separate study by Common Sense Media found that nearly half of children aged 9 to 12 have already utilized such tools, a period well before the standard minimum user age of 13 for popular services.
Students report using the technology primarily for schoolwork and companionship. Arjun Sharda, a 15-year-old resident of Round Rock, Texas, uses OpenAI's ChatGPT and Google's Gemini to practice sample test questions and understand complex concepts. He noted that he and his friends also consult the bots when feeling anxious about academic performance. Similarly, McKenzie Craig, a 17-year-old in Raynham, Massachusetts, employs chatbots to prioritize tasks when overwhelmed and to receive feedback on essays.
Anne Maheux, a developmental psychologist at the University of North Carolina at Chapel Hill who was not involved in the surveys, described the rapid adoption as remarkable. She observed that the number of children using AI for emotional support now rivals the number using it for homework. This dual usage pattern suggests that the tools have become central to how students manage their school days and personal stress.
However, the JED Foundation researchers linked specific usage patterns to negative mental health indicators. Kayla Anderson, the foundation's vice president of research, explained that students using AI while in emotional distress reported higher rates of poor well-being and a greater history of suicidal ideation and attempts. Anderson cautioned that the data does not prove a causal link, leaving open the question of whether AI causes distress or if distressed students are drawn to it.
Preliminary findings suggest the relationship may be bidirectional. Maheux noted that her team’s upcoming study of middle schoolers found that students using chatbots for companionship became lonelier over time. She proposed that while AI provides immediate relief from stress and loneliness, heavy reliance may prevent young people from developing the resilience needed to handle daily challenges independently.
The research indicates that as AI becomes a default tool for coping, its impact on adolescent development requires close monitoring. The data shows a clear correlation between emotional reliance on these digital companions and deteriorating mental health metrics among the surveyed population.
