OpenAI

AI literacy resources for teens and parents

Brief

OpenAI published two AI literacy resources on 2025-12-18 for teens and parents: a plain-language family guide that explains model training, failure modes, prompt-writing, and data/settings controls, and a parents' tipsheet with conversation starters and strategies for critical thinking and healthy boundaries. Both were produced with Expert Council on Well-Being and external safety partners like ConnectSafely and will be updated over time.

Source evidence

title: AI literacy resources for teens and parents
contenttype: article
publication: OpenAI
published: 2025-12-18T00:00:00
source
url: https://openai.com/index/ai-literacy-resources-for-teens-and-parents

word_count: 213

AI literacy resources for teens and parents

A teen’s guide to using ChatGPT thoughtfully—plus tips for parents to support healthy, responsible use.

We’re sharing two new AI literacy resources to help families use ChatGPT thoughtfully, safely, and confidently. First is a family-friendly guide that explains—in plain language—how AI models are trained, why AI can sometimes get things wrong, and the importance of double checking the information received. It also includes practical tips for responsible use, like how to write better prompts, why you might get different answers to the same question, and how to manage your data and settings.

We’re also publishing a set of tips for parents, with conversation starters and practical guidance to help parents talk with their teens about what AI can (and can’t) do, build critical thinking, set healthy boundaries, and navigate emotional or sensitive topics.

Both resources were developed with expert input, including members of our Expert Council on Well-Being and AI and

, groups with deep expertise in online safety, human-computer interaction, teen development, and mental health. We’ll continue expanding our AI literacy work over time with additional guidance for different ages and stages, and we’ll keep updating these resources as we learn more.

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