The Rising threat of AI-Generated Deepfakes in Schools: A Call for Action
Table of Contents
- 1. The Rising threat of AI-Generated Deepfakes in Schools: A Call for Action
- 2. A Growing National Crisis
- 3. The Emotional Toll on Victims
- 4. How Deepfakes Are Created and Shared
- 5. The Legal Landscape and School Accountability
- 6. A Call to Action
- 7. How can schools best incorporate digital literacy and ethics into their curricula to address the issue of AI-generated deepfakes?
In the quiet town of Lancaster, Pennsylvania, a scandal erupted last year that sent shockwaves through the community.What began as an ordinary school year at Lancaster Country Day School quickly turned into a nightmare when dozens of students discovered that their faces had been digitally manipulated into explicit images using artificial intelligence (AI). This incident is not isolated—it’s part of a disturbing trend sweeping across the United States.
One mother,who chose to remain anonymous,recounted the moment her 14-year-old daughter came to her “hysterically crying” after discovering AI-generated nude photos of herself circulating among her peers.”What are the ramifications to her long term?” the mother asked, her voice filled with fear. “You can’t tell that they are fake.” Her concerns are valid. These manipulated images could resurface years later, perhaps affecting her daughter’s college applications, relationships, or future career opportunities.
Authorities have since charged two teenage boys with serious offenses, including sexual abuse of children and possession of child pornography. Investigators uncovered 347 images and videos on the messaging app Discord, affecting 60 victims—most of whom were female students at the private school. Shockingly, all but one of the victims were minors.
A Growing National Crisis
This scandal is just one in a series of similar incidents reported in schools across the U.S., from California to New Jersey. Last year, the FBI issued a stark warning: creating or distributing AI-generated child sexual abuse material is illegal. Yet, the accessibility of AI tools has made it alarmingly easy for perpetrators to produce hyper-realistic deepfakes.
“The rise of generative AI has collided with a long-standing problem in schools: the act of sharing non-consensual intimate imagery,” said Alexandra Reeve Givens, chief executive of the nonprofit Center for Democracy & Technology (CDT). “In the digital age, kids desperately need support to navigate tech-enabled harassment.”
A September survey by the CDT revealed that 15 percent of students and 11 percent of teachers were aware of at least one “deepfake that depicts an individual associated with their school in a sexually explicit or intimate manner.” The consequences of such imagery can be devastating, leading to harassment, bullying, or even blackmail, with lasting impacts on mental health.
The Emotional Toll on Victims
For many victims,the emotional fallout has been overwhelming.The anonymous mother shared that some of the affected girls have avoided school, struggled with eating disorders, and required counseling to cope with the trauma. During a visit to a detective’s office, she was horrified to see printed images of the deepfakes stacked a “foot and a half” high. “I had to see pictures of my daughter,” she said. “If someone looked, they would think it’s real, so that’s even more damaging.”
The alleged perpetrators in the Lancaster case reportedly lifted photos from social media, including the school’s Instagram page and a FaceTime screenshot, then used an AI app to alter them into explicit images. These were later shared on Discord, a platform popular among teens. A quick online search reveals dozens of apps and websites that allow users to create “deepnudes” or superimpose faces onto pornographic content with minimal technical skill. Roberta Duffield, director of intelligence at Blackbird.AI, noted, “Although results may not be as realistic or compelling as a professional rendition, these services mean that no technical skills are needed to produce deepfake content.”
The Legal Landscape and School Accountability
While a handful of states, including Pennsylvania, have enacted laws to address sexually explicit deepfakes, the legal framework remains inadequate. The rapid evolution of AI technology has left schools and lawmakers struggling to keep pace. In the wake of the scandal, the leadership at Lancaster Country Day School stepped down after parents filed a lawsuit alleging that the administration failed to act when first alerted to the issue in late 2023.
Experts emphasize the urgent need for comprehensive policies to address the misuse of AI in schools. ”Underage girls are increasingly subject to deepfake exploitation from their friends, colleagues, and school classmates,” said Duffield. “Education authorities must urgently develop clear, comprehensive policies regarding the use of AI and digital technologies.”
A Call to Action
As AI technology continues to advance, the need for proactive measures becomes increasingly critical. Schools must prioritize digital literacy education, teaching students the ethical use of technology and the severe consequences of its misuse.Parents, educators, and policymakers must work together to create a safer digital environment for young people.
The Lancaster scandal serves as a stark reminder of the dark side of technological innovation. It’s a call to action for all stakeholders to address this growing threat before more lives are irreparably damaged. The question remains: will we act swiftly enough to protect our children in this rapidly evolving digital age?
How can schools best incorporate digital literacy and ethics into their curricula to address the issue of AI-generated deepfakes?
Interview with Alexandra Reeve Givens,Chief Executive of the Center for Democracy & Technology (CDT),on the rising Threat of AI-generated Deepfakes in Schools
Editor: Thank you for joining us today,Ms. Givens. The recent scandal at Lancaster Country Day School has highlighted the growing issue of AI-generated deepfakes in schools. Can you start by giving our readers an overview of the current situation?
Alexandra Reeve Givens: Of course, and thank you for having me. What we’re seeing is a disturbing confluence of two trends: the rapid advancement of generative AI tools and the prevalence of non-consensual sharing of intimate imagery among young people. In the lancaster case,as in others across the country,students are using AI to create hyper-realistic explicit images of their peers. These deepfakes are nearly indistinguishable from real photos, making them incredibly harmful.
Editor: It’s shocking how accessible these AI tools have become. What do you think is driving this trend?
Alexandra Reeve Givens: Accessibility is a huge factor. Manny AI tools require minimal technical skill and are freely available online.Combine that with the curiosity and,at times,malicious intent of adolescents,and you have a recipe for disaster.Additionally, social media and messaging platforms amplify the spread of such content, frequently enough before schools or parents are even aware of it.
Editor: The emotional toll on victims seems immense. Can you speak to the psychological and social consequences of these incidents?
Alexandra reeve Givens: Absolutely. The impact is profound and multifaceted. Victims often experience intense feelings of shame, anxiety, and helplessness. In schools, these incidents can lead to bullying, ostracism, and even blackmail. The long-term effects are equally concerning. These images can resurface years later,affecting college applications,job opportunities,and personal relationships. For young people, who are already navigating the challenges of adolescence, this can be devastating.
Editor: What is being done to address this issue? Are there any legal or technological measures in place?
Alexandra Reeve Givens: There are some steps being taken, but we’re still playing catch-up. Legally, creating or distributing AI-generated child sexual abuse material is a federal crime, as the FBI has made clear. Though, enforcement can be challenging, especially when the perpetrators are minors. on the technology front, some platforms are working on tools to detect and remove deepfakes, but these efforts are often reactive rather than preventive.
At the CDT, we’re advocating for a multi-pronged approach: stronger legal protections, better education for students and parents about the ethical use of AI, and more robust support systems for victims. Schools also need clear policies and training to address these issues proactively.
Editor: What role do you see for parents and educators in combating this problem?
Alexandra Reeve Givens: Parents and educators are on the front lines. It’s crucial that they have open, honest conversations with students about the ethical and legal implications of using AI in this way.Schools should incorporate digital literacy and ethics into their curricula, teaching students not just how to use technology, but how to use it responsibly. Parents, meanwhile, need to be vigilant and supportive, creating environments where their children feel safe discussing these issues.
Editor: Lastly, what message would you like to send to young people who might be tempted to engage in this kind of behavior?
Alexandra Reeve Givens: My message is simple: think before you act. These deepfakes aren’t just harmless pranks—they can ruin lives, including your own. Engaging in this kind of behavior is illegal, unethical, and deeply harmful. Technology has incredible potential,but it’s up to all of us to use it responsibly. If you’re struggling with peer pressure or curiosity, talk to a trusted adult. There are better ways to express yourself and connect with others.
Editor: Thank you, Ms. Givens, for your insights and for the critically important work you’re doing at the CDT. this is a critical issue that demands immediate attention, and we’re grateful for your perspective.
Alexandra Reeve Givens: Thank you.It’s going to take all of us—parents, educators, policymakers, and tech companies—working together to address this growing threat. Let’s prioritize the safety and well-being of our young people.
