Summary
A Google report based on research with RXN finds that U.S. teens commonly use generative AI for study, creativity and everyday questions. The survey also highlights teens’ fact-checking habits, demand for earlier digital-literacy education and continued reliance on family guidance for online safety.
Google has published findings from a study of how teenagers in the United States use generative AI, reporting that young people often treat the technology as an interactive study partner and creative aid rather than only as a way to avoid schoolwork.
The U.S. Future Report was produced from research conducted with RXN. It combined a survey of more than 1,000 U.S. teens aged 13–17, separate samples of 1,000 teens in six states and in-depth focus groups. The report describes teenagers as active users who are also seeking guidance on evaluating AI-generated information and staying safe online.
How teens say they use AI
Ninety-four percent of surveyed U.S. teens said they had used AI during the previous year. Among those teens, 74% said they used it weekly or more as an interactive study partner.
The report’s description of a study partner refers to using AI to unpack complex topics, ask follow-up questions and generate ideas. The most frequently reported academic and everyday uses were homework research, cited by 61% of respondents; searching for answers to daily questions, cited by 52%; and spell-checking or editing writing, cited by 51%.
The findings also point to creative use. Seventy-four percent of teens agreed that AI tools had helped them discover new interests or skills. Generative AI can produce or transform content in response to prompts, making it useful for exploring ideas, experimenting with formats and beginning creative projects. The survey result describes teens’ reported experience and view of these tools, rather than a measured change in creative ability.
Teens are checking AI-generated information
The report says many participants used multiple ways to assess whether information from AI was credible. Fifty-five percent said they actively cross-checked facts against other trusted sources, including news outlets, textbooks and verified websites.
Other reported approaches included asking a trusted adult, such as a parent or teacher, cited by 54% of teens, and checking the credibility of specific websites or original authors, cited by 46%.
These behaviours matter because generative AI can present an answer in fluent, confident language even when the underlying information is incomplete or wrong. Comparing an answer with primary or otherwise trusted sources is an established way to evaluate information quality.
Demand for earlier digital-literacy education
Although teens reported carrying out their own checks, the study also found strong demand for formal instruction. Sixty-four percent said young people should begin receiving lessons on digital literacy and responsibility by fifth grade.
At the same time, 57% said their school currently offers digital-literacy or technology classes. The report presents this gap as a reason for schools and other institutions to provide structured education on responsible technology use earlier in students’ education.
Digital literacy can include understanding how online information is produced and shared, recognising risks such as scams and privacy exposure, and developing practical methods for checking claims. In the report, these skills are presented alongside—not instead of—support from adults.
Family remains central to online safety
Sixty-seven percent of surveyed teens said they trusted parents or other family adults most to guide them on healthy online habits. No other source in the survey reached 9%.
Eight in ten teens said they would be likely to approach a parent or guardian about major online concerns, including suspected scams or fraud, privacy issues, uncomfortable online interactions, cyberbullying or harassment. Separately, 78% described their current online and offline balance as healthy and balanced.
The findings are specific to the U.S. teenagers included in the research. They show how respondents say they use AI and seek support, while also pointing to a broader role for families, educators, technology companies, policymakers and civil-society groups in shaping safer digital environments for young people.