In the summer of 2025, Clayton County Public Schools (CCPS) joined a growing number of Georgia school districts making deliberate moves in education technology. With the release of its first Artificial Intelligence Position Statement in August, the district signaled its intention to move forward thoughtfully—balancing innovation with responsibility as it enters a new digital era.
The statement emphasizes ethical considerations, instructional use, and operational efficiency, while committing to continued community engagement as artificial intelligence becomes more integrated into school systems. At a time when parents and educators are actively debating both the promise and the risks of AI, Clayton’s approach reflects caution paired with long-term possibility rather than urgency for adoption.
Technology, Access, and Equity
Technology decisions are never just about tools. They are about access, equity, and the structures that support learning. That reality is evident in CCPS’s updated device distribution policy.
Beginning this school year, students in grades K–8 will use district-issued laptops and tablets only during the school day. Take-home privileges are reserved for high school students, who continue to receive devices under signed agreements.
District leaders have framed this adjustment as a matter of sustainability. Repair costs, lost equipment, and ongoing replacement cycles make it difficult to maintain universal take-home access across all grade levels. Clayton’s decision mirrors a broader regional trend, as Metro Atlanta districts reassess one-to-one device programs while balancing equity goals with long-term financial responsibility.
Cell Phones and the Push for Distraction-Free Classrooms
Cell phones represent another major front in the technology debate. Clayton County, like many neighboring districts, is preparing for Georgia’s Distraction-Free Education Act, which will prohibit K–8 students from using personal electronic devices during instructional hours beginning in the 2026–27 school year.
Several districts have already moved ahead of the mandate. DeKalb County has expanded its “Disconnect to Reconnect” initiative districtwide. Henry County has implemented a full K–12 cell phone ban effective July 2025. Fulton County has taken a middle-ground approach, restricting personal devices for younger students while allowing limited use at the high school level.
Clayton’s current policies will need to evolve quickly to meet the statewide requirement, creating both a logistical challenge and an opportunity to establish clear routines before the law takes effect.
How Metro Atlanta Districts Are Responding
Across the region, school systems are adopting distinct—but aligned—approaches to technology governance.
Atlanta Public Schools has positioned itself as a leader in AI ethics and academic integrity, providing families with clear guidance on appropriate use. Fulton County Schools has focused on professional development, committing to AI training for all elementary teachers and school leaders in the 2025–26 school year, following earlier training for grades 6–12.
Gwinnett County has adopted a “human-centered AI” approach, embedding responsible use within its broader digital ecosystem, including the eCLASS learning portal. DeKalb County has paired its phone restrictions with a Cyber Champions program, empowering students to become leaders in AI literacy and digital safety.
While execution varies, these districts share a common understanding: technology cannot be left to chance. It requires clear frameworks, intentional culture-building, and sustained investment in people—not just platforms.
What This Means for Clayton County
For CCPS, regional comparisons offer both validation and direction. The district’s AI Position Statement places it in step with peer systems, but best practices suggest several next steps.
Expanding role-specific professional development would help ensure that elementary educators and administrators, not only high school staff, are comfortable with AI-supported tools. Equity supports could be strengthened through options such as hotspot lending or extended media center hours for families without reliable home internet access. Measuring success through outcomes—such as academic growth, instructional efficiency, or improved operations—rather than technology adoption alone would keep learning at the center of decision-making. Finally, CCPS could draw inspiration from DeKalb’s ambassador model by launching a student technology leadership program that builds literacy, responsibility, and ownership among learners.
Looking Ahead
Clayton County Public Schools is not standing still. By rethinking device access, preparing for stricter cell phone policies, and committing to ethical AI adoption, the district has positioned itself within a broader Metro Atlanta conversation about the future of digital learning.
The work ahead lies in balancing innovation with equity—ensuring technology enhances education rather than distracting from it. If Clayton continues to learn from regional peers while responding to its own community’s needs, it has the opportunity not only to keep pace with best practices, but to help define them.