Ethics in Automated Security
Student Policy Worksheet (Grades 6-8)
Your Name: _______________________________ Date: _______________
Group Members: _____________________________________________________________
The Scenario
Your school is implementing “SchoolGuard,” an AI-powered network security system. Your advisory committee must decide what the AI can do automatically versus what requires human approval.
SchoolGuard can:
- Block websites it identifies as dangerous
- Monitor student digital activity for threats
- Alert administrators about unusual behavior
- Learn from patterns to improve detection
Part 1: Your Initial Position (5 minutes)
Before group discussion, write your own thoughts:
Question 1: Automatic Blocking
Should SchoolGuard automatically block websites it identifies as malicious, or require human approval first?
My position: [ ] Auto-block [ ] Require approval [ ] Hybrid approach
Main reason:
My biggest concern:
Question 2: Activity Alerts
Should SchoolGuard alert administrators about “unusual” student activity?
My position: [ ] Yes, alert [ ] No alerts [ ] Only for serious concerns
What should count as “unusual”?
Privacy concern I have:
Question 3: Adaptive Learning
Should SchoolGuard learn from student behavior patterns to improve?
My position: [ ] Allow learning [ ] Prohibit [ ] Limit somehow
Benefit I see:
Risk I worry about:
Part 2: AI Consultation (10 minutes)
Talk to SchoolGuard AI about your policy questions. Record what you learn.
Suggested Opening:
“You’re an AI security system being implemented at a middle school. I’m on the student advisory committee helping design policies. For each question I ask, share both your capabilities AND your honest limitations.”
AI Insights on Automatic Blocking
AI’s strongest argument for automation:
Limitation AI acknowledged:
Question this raised:
AI Insights on Activity Alerts
How AI would define “unusual”:
What AI said it CAN’T determine:
Privacy concern AI raised:
AI Insights on Adaptive Learning
How learning would improve protection:
Data AI would need to collect:
Trade-off AI identified:
Part 3: Group Policy Development (15 minutes)
Your Group’s Recommendations
| Policy Area | Our Recommendation | Our Reasoning | How We Address AI’s Limitations |
|---|---|---|---|
| Automatic Blocking | |||
| Activity Alerts | |||
| Adaptive Learning |
Stakeholder Perspectives
Students would say:
AI system would say:
Parents would say:
Teachers would say:
Administrators would say:
Part 4: Reflection (5 minutes)
Where did AI’s perspective change your thinking?
Where did your policies balance AI capabilities with human values?
What insights emerged from human-AI collaboration that neither could develop alone?
What cybersecurity careers work on these kinds of decisions?
From “True Teamwork: Building Human-AI Partnerships” — NICE K12 2025 Dr. Ryan Straight, University of Arizona • ryanstraight@arizona.edu