NH Schools See Student Motivation Drop Tied to AI Use

TL;DR: New Hampshire educators report that student use of generative AI is sapping motivation and raising existential concerns. A Concord Monitor front‑page story highlights the trend, while teachers warn it goes beyond cheating to question the purpose of learning.

Last week the Concord Monitor published a front‑page article describing AI use in New Hampshire schools as a burgeoning crisis. Reporter Jeremy Margolis spoke with several high school students who said they felt “sapped of motivation” after turning to AI for homework and essays.

The piece noted that when classmates submitted AI‑generated work, those assignments often received higher grades than the students’ own effort. This disparity discouraged learners and framed the issue as more than simple cheating, pointing to a deeper impact on engagement.

In the interviews, students themselves reported feeling sapped of motivation due to AI use, a sentiment that educators confirmed by observing a noticeable drop in drive to complete assignments independently. Teachers said the reliance on AI made classroom participation feel less rewarding.

Marc Watkins, a high school teacher who writes on Substack, warned that when machines can mimic human work, students begin to ask what the point of learning is. He argued this existential question is a deeper problem than mere cheating because it undermines the intrinsic value of effort.

Educators suggest the motivation dip could affect long‑term skill development, as students may rely on AI instead of practicing critical thinking, problem‑solving, and iterative revision. The trend raises questions about how assessments should adapt to preserve authentic learning while still acknowledging AI’s utility.

Some districts are exploring policies that limit AI assistance during in‑class work while permitting it for research or drafting under teacher supervision. Others are investing in professional development to help educators design assignments that require personal insight, creativity, or reflection that AI cannot easily replicate.

Looking ahead, stakeholders will watch whether state‑level guidance emerges to balance AI’s benefits with the need to maintain student engagement, achievement, and a sense of purpose in learning.