Year: 2025
Type: preprint
Study design: Observational Study
Abstract: Artificial intelligence (AI) is poised to reshape school psychology, with report writing as a primary area of impact. A national sample of school psychologists using AI at work (n = 100) reported on its role in documentation. Of those using AI for report writing (n = 45), most applied it to discrete tasks such as rewriting sections for clarity (69%) or generating recommendations (67%). Far fewer used AI for interpretive or diagnostic purposes, and none relied on it to generate entire reports. Nearly all users (94%) edited AI-generated content before use. On average, practitioners who used AI for report writing saved 6.3 hours per week (95% CI: 4.6–8.1), more than double the savings of those using AI for other tasks (≈3 hours). AI shows promise for reducing documentation burden and reclaiming time for direct services, though its use raises ethical concerns requiring further guidance and oversight.
Institutions: University of Memphis, Kent State University
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: gold
OpenAlex ID: W4414555666
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