A new survey released in February shows that children in the United Kingdom are increasingly relying on artificial intelligence chatbots not just for homework help, but for real-world guidance, with roughly 86 percent of those who use these AI systems reporting that they’ve acted on the advice given by them, a trend that raises fresh concerns about digital literacy, critical thinking and social development as nearly a third of young users describe these tools as friend-like and many disclose personal issues they wouldn’t share with parents or teachers.
Sources
https://www.vodafone.co.uk/newscentre/press-release/ai-chatbots-safer-internet-day-2026/
https://www.itv.com/news/2026-02-09/ai-homework-and-friendship-why-more-children-are-opening-up-to-chatbots
https://saferinternet.org.uk/blog/almost-all-young-brits-use-ai-more-than-half-say-it-makes-life-better
Key Takeaways
• A large majority of UK children aged 11–16 are using AI chatbots regularly, with many taking their guidance at face value and acting on it in daily life.
• A significant portion of young users emotionally engages with AI, seeing chatbots as friend-like and using them for advice on sensitive issues they might not discuss with parents or teachers.
• While children report benefits such as help with homework and study, there are concerns about reliance on AI for emotional support, reduced critical thinking, and parents worry over impacts on creativity and learning.
In-Depth
Recent research highlights a profound shift in how young people in the United Kingdom engage with artificial intelligence, with chatbots evolving from simple information-retrieval tools to trusted sources of guidance and support in daily life. According to survey data commissioned by Vodafone and reported in February 2026, a significant majority of children between 11 and 16 years old are engaging with AI chatbots on a routine basis. Of those surveyed, about 81 percent reported using conversational AI tools, and an overwhelming 86 percent said they have acted on advice provided by these systems in real-world contexts. This suggests not just familiarity with the technology but a deep reliance on it for decision-making that spans academic, social, and emotional areas.
Part of the concern stems from the emotional connection many children report with AI chatbots. Nearly a third of respondents described these chatbots as akin to friends, pointing to the technology’s consistently friendly tone and constant availability as key factors in their appeal. In some cases, children confessed to sharing sensitive personal information with chatbots that they would not disclose to parents, teachers, or friends, underlining how the boundary between human support and machine interaction is blurring in everyday life. This emotional engagement raises questions about children’s developing social skills and whether reliance on AI could supplant traditional human relationships or reduce opportunities to build interpersonal resilience.
At the same time, research from Safer Internet Day polling shows that nearly all young people aged 8 to 17 now use AI tools in some capacity, with many acknowledging the practical benefits these technologies offer. A majority find AI helpful for tasks like homework and study, and many say it has become an important part of their lives. However, the same research indicates substantial parental and child concern about some aspects of AI use, including worries about exposure to inappropriate content and its impact on creativity and independent thinking. These mixed perceptions highlight a complex reality: while AI has the potential to support learning and productivity, its influence on children’s cognitive and emotional development is not fully understood, and many of those using it struggle to critically evaluate the information it provides.
These developments have prompted calls from educators, psychologists, and safety advocates for improved digital literacy education, better safeguards within AI systems, and greater involvement from parents and teachers to help children navigate these technologies responsibly. The goal is not to discourage beneficial uses of AI, especially in education, but to ensure that as these tools become more embedded in young peoples’ lives, children grow up equipped to assess and interpret the guidance they receive rather than simply following it without question.