UK schools face power gap over AI tools and student data

UK schools are increasingly using data-reliant AI tools for administration, personalised learning and support for SEND learners, but many are left to make procurement and governance decisions with limited leverage. The Data Empowerment Clinic’s work with primary and secondary schools found that the central problem is less a lack of compliance effort than an imbalance of position and information between schools and providers.

Schools often bear legal and ethical responsibility for explaining data processing, obtaining parental consent and handling access requests, while vendors control the details needed to assess those obligations. The ICO’s June 2026 audit found provider confusion over controller and processor roles, and separate findings cited concerns that many agreements lacked required detail. Subscription models, boilerplate policies and ready-to-use product framing can make AI adoption look like a simple classroom choice rather than an infrastructure decision about data flows.

Educators also face commercial pressures they are not well positioned to price. Free packages, trials and offers to test products can give providers access to valuable classroom data and feedback, while schools may not fully account for secondary uses such as product development, analytics or AI training. School data was described as “gold dust” for edtech providers.

Intermediary governance models received interest as a way to support schools, parents and staff with contract scrutiny, data access requests, privacy questions and collective decisions about data reuse. The strongest case is for mechanisms that give school communities more standing in negotiations, rather than simply adding more guidance or compliance duties.