AI in schools is no longer just about what a chatbot can generate. As AI evolves from answering prompts to accessing information, connecting with systems, and taking action, the questions schools need to ask are changing. What can AI see? What permissions does it have? What can it do on our behalf? Heading into 2026/27, AI literacy must include privacy, security, human oversight, permission literacy, and responsible AI agency.

Something interesting is happening in the online lives of some youth and teens. They aren’t simply moving from one app to another, they’re changing how and where meaningful connection happens. As public feeds become noisier, more algorithmic, commercialized, and filled with AI-generated content, smaller trusted communities are becoming more attractive. Could the rise of artificial intelligence actually make authentic human connection more valuable?

The online world rarely unfolds according to plan. Technology changes, youth adapt, new risks emerge, and research can struggle to keep pace. Drawing on lessons learned from 30 years of policing, we explore why digital safety requires more than rules, bans, parental controls, or rigid plans. Preparation matters, but so does knowing when to adapt, reassess risk, change course, and give young people the skills to do the same when the plan meets reality.

Smart glasses can provide life changing accessibility for people who are blind or have low vision, but those benefits should never shield technology companies from legitimate scrutiny. Accessibility and privacy do not have to compete. As AI enabled wearables become more common, we need policies that accommodate disability-related needs, protect privacy and consent, establish reasonable boundaries, and hold companies accountable for how their technology is designed.

Smart glasses and AI-enabled wearables are entering schools faster than many policies can keep up. Cameras, microphones, AI, and cloud processing can now be hidden inside everyday eyewear and accessories, creating new questions around privacy, consent, accessibility, safety, and misuse. We created this free, adaptable draft policy to help schools establish clear, balanced expectations before an incident forces them to react.

As AI becomes more conversational, personalized, and human-like, youth may know they’re talking to technology while still feeling like someone is listening, understanding, or even caring. That difference matters. AI can create real feelings without having feelings of its own. We call this the Anthropomorphism Gap, and understanding why AI can feel like “someone” rather than “something” should become an important part of AI literacy.

The debate over AI in schools is often framed as a simple choice: allow it or restrict it. We believe that misses the bigger question. Not all uses of AI carry the same risks or consequences. Rather than focusing solely on whether AI is being used, schools and families should be asking when, why, and how it is being used, what student data is involved, and whether its educational value justifies its risks.

For years, we’ve taught young people to think about their digital footprint, what technology can remember about them. AI adds a new dimension: their AI imprint, what technology can potentially learn from them. Their photos, words, voices, prompts, clicks, and behaviours may do more than leave a trail, they can help shape the technologies around them. In the age of AI, “think before you post” is no longer enough. We also need to teach, “think before you prompt.”

Remember Myspace? The customized profiles, music, and infamous “Top 8” may feel like internet nostalgia, but its possible return comes at an interesting time. As some youth grow tired of algorithm-driven feeds, AI slop, influencers, and endless content from strangers, they appear to be rediscovering something social media has slowly lost: smaller, intentional spaces centred around real people and real connections. Maybe what’s old really can become new again.

In an age where AI can manufacture a convincing face, voice, professional title, and apparent expertise, how do we know who to trust online? Our investigation into “Dr. David Mercer,” a social media parenting expert whose credentials we could not independently verify, offers an important case study in critical thinking. The lesson is bigger than one account: professional-looking content is not proof of professional expertise. How do we know?

“Unplug your child and get them involved in something else” sounds simple, but what if that “something else” costs hundreds of dollars? The digital divide isn’t only about access to technology. It can also be about access to the alternatives. Income, transportation, work schedules, geography, and community resources all shape a family’s choices. Good technology guidance must recognize a reality often overlooked: not every family can afford to unplug the same way.

As AI makes it easier to turn ordinary photos into harmful deepfakes, should Canadian schools rethink posting identifiable students and staff on public social media? This emerging legal question goes beyond consent and asks whether foreseeability, negligence, and a school’s duty of care could eventually come into play. The law hasn’t answered this yet, but the risk has changed, and it’s a conversation school leaders should be having now.

We often ask how much time our kids spend online. A better question may be, what is showing up on their screens? New peer-reviewed research found that many adolescents encounter self-harm content not because they searched for it, but because platform algorithms recommended it. This article explains what that means for parents, caregivers, educators, and policymakers, and why reducing harmful exposure matters as much as limiting screen time.

Social media isn’t disappearing, it’s evolving. Through conversations with thousands of Canadian students, we’re seeing a new digital migration. As AI-generated content blurs the line between what’s real and what’s artificial, many youth are moving their most meaningful conversations away from public platforms and into smaller, trusted digital communities. Here’s why that shift matters, and what parents, caregivers, educators, and policymakers need to understand.

Three years ago, AI was something families talked about. Today, it is embedded in the apps, social media platforms, search engines, and digital tools our kids use every day. This article explores how artificial intelligence is reshaping digital literacy, why AI literacy can no longer stand alone, and why developing judgment, critical thinking, ethics, and the human element through what we call Onlife Literacy has become essential for raising AI-ready youth.

AI is beginning to do more than help us write messages. It may soon be dating on our behalf. As dating platforms introduce AI agents that can start conversations and build connections, an important question emerges: what happens when technology replaces the very experiences that develop confidence, resilience, empathy, and communication? This article explores why parents, caregivers, and educators should pay attention to this emerging shift before it reaches younger generatio

Love is the foundation of parenting, but is love alone enough to prepare children for today’s onlife world? Drawing on 25 years of experience and conversations with eight inspiring young Canadians and their families, we explore why the greatest protection isn’t found in apps, parental controls, or legislation. It’s found in the character, judgment, resilience, empathy, and wisdom we intentionally cultivate within our children, long before they must stand on their own.

Sometimes the best technology is the one that does less. After an unexpected conversation with a parent at a local library café, we explored why the Kobo e-reader has become our top recommendation for youth and younger teens. Discover how a distraction-free device, seamless Canadian library access, and a focus on purposeful technology can help foster a lifelong love of reading while building healthier digital habits in today’s onlife world.

Over the past year, we interviewed eight inspiring young Canadians who are thriving with technology, social media, and AI. Surprisingly, their greatest advantage wasn’t the latest app or parental control. It was engaged parents who invested first in character, judgment, resilience, and trust. Their stories reinforced a powerful truth, that in today’s onlife world, the most effective safety technology isn’t found on a device, it’s developed within the child.

Misinformation is only part of the challenge facing families today. Increasingly, the greatest influence comes from content that is emotionally engineered to shape what we think, feel, and do before we have time to think critically. In this article, we explain why persuasion literacy is becoming an essential parenting skill in the AI era, and how recognizing emotional influence may be just as important as recognizing false information.