The National Education Council (CNE) in Brazil is gearing up to vote on new regulations concerning the integration of artificial intelligence in schools. This legislative move is timely, especially considering the rapid incorporation of AI tools into the daily routines of students. However, the council's discussions are often deficient in one crucial area: the emotional dimension of learning. While AI can assist students by organizing their knowledge, solving exercises, summarizing texts, and suggesting answers, it is inadequate in managing crucial emotional factors such as anxiety, self-esteem, and confidence that significantly influence academic performance.

For decades, the Brazilian education system has focused on quantitative measures of success—more hours of classes, more content, greater pressures from standardized testing. This approach has created a paradox familiar to many students: despite exerting more effort, their academic performance has plateaued. This phenomenon has led to a silent crisis of fatigue among students, many of whom are under chronic stress as they seek to meet unrealistic academic expectations. The ongoing activation of stress responses in the brain potentially undermines cognitive function, highlighting the pressing need for educational strategies that prioritize emotional well-being alongside academic achievement.

In tackling these issues, the CNE must ensure that its guidelines for AI use in educational settings incorporate strategies to foster emotional resilience and mental health in students. By acknowledging the integral link between emotional stability and academic performance, the rules being discussed could pave the way for a transformative approach to education in Brazil. This holistic strategy may not only enhance students’ learning experiences but could ultimately lead to a healthier and more balanced educational environment that prepares them for the complexities of the future workforce in an AI-driven world.