AI has a mixed reputation in schools, with a tidal wave of automated essay writing and homework hacks causing teachers to navigate a new reality of learning. However, if used carefully, AI can be a valuable tool for the trained professionals supporting these students as they learn and grow: school social workers.
According to Dr. Marina Badillo-Diaz, who presented at OASW’s School Social Work Symposium in October, AI tools like ChatGPT and Magic School AI are powerful tools for today’s school social worker, but only if used with caution. “AI is the tool. It is not the answer or a replacement,” she said. “You are the expert. You know your student best.”
Supporting Students with AI
By learning to prompt AI systems effectively—a process Dr. Badillo-Diaz said could take 8 to 10 hours—social workers can expedite time-intensive tasks and complete multi-step processes, freeing up time for more one-on-one client interaction.
These uses include developing materials for family and student supports, classroom supports, whole school supports, and providing social workers with ways to accelerate the completion of administrative tasks.
Dr. Badillo-Diaz also demonstrated how customized AI models, called Generative Pre-Trained Transformers (GPTs), can be programmed to respond to complex prompts. In one example, she created a plan to support a student with inconsistent attendance. The AI generated a step-by-step approach for engaging the student, complete with rewards, check-in questions, and more. She emphasized that professionals must review and refine the content. “You’re the one responsible for the formal record,” she said.“That’s what would get subpoenaed. Not ChatGPT.”
The COSTAR Method
To guide ethical and effective AI use, Dr. Badillo-Diaz suggested social workers implement the COSTAR method:
• Context – What’s the situation?
• Objective – What are you trying to achieve?
• Style – What tone or format do you need?
• Task – What should the AI do?
• Actor – Who’s involved?
• Result – What outcome are you aiming for?
She encouraged attendees to be specific, give the AI a role, and critically evaluate its responses using their own expertise. For instance, specifying that the AI system is a “school social worker” could help generate more effective, targeted content using methodologies common in social work. However, reviewing all content output by the program is key. “Our world is full of racism, sexism, and bias. All of this is now present in AI tools,” she said.
Ethics and Environmental Impact
Dr. Badillo-Diaz cautioned that AI use must align with the Canadian Association of Social Workers (CASW) Code of Ethics, which includes protecting privacy and confidentiality, never inputting identifiable student information, maintaining competence in using technology, valuing human relationships, promoting social justice, and respecting the dignity and worth of all people.
She also raised concerns about the environmental impact of AI, noting that internet servers powering these programs consume vast amounts of water and electricity.
“All of this has a water impact and a carbon footprint impact,” she said. “And this use is going to grow exponentially.”
A Call for Policy Advocacy
Currently, there is no province-wide policy regulating the use of AI in Ontario’s K–12 classrooms. School boards are developing their own guidelines, but Dr. Badillo-Diaz said she sees this as an opportunity for school social workers to share their expertise to ensure AI helps students without causing harm. “This is an opportunity for school social workers to advocate for policy at the school level, at the provincial level,” she said.
AI has the potential to accelerate school social workers’ workflows, but it cannot drive interactions with clients. “You are the expert. You know your student best,” Dr. Badillo-Diaz said again. “AI is the tool. It is not the answer or replacement.”
To explore more of Dr. Badillo-Diaz’s work and AI tools, visit The AI Social Worker.