Navigating AI and the Fourth Industrial Revolution: Implications for School Psychologists

Recently, I've been reflecting more deeply on the history and broader societal impacts of technological advancements, prompting me to write this piece. I strongly believe that, as helpers, school psychologists must actively consider these issues and serve as advocates—not only for our students and schools but also as a matter of professional self-preservation.

The Four Industrial Revolutions:

1. First Industrial Revolution: Steam-powered mechanization (late 18th - early 19th century)

2. Second Industrial Revolution: Electrification and mass production (late 19th - early 20th century)

3. Third Industrial Revolution: Computerization and automation (late 20th century)

4. Fourth Industrial Revolution: Artificial Intelligence and advanced digital technologies (current era)

AI in Education: Opportunities and Risks

As school psychologists, we're witnessing firsthand the transformative impact of artificial intelligence (AI) on our students, our profession, and society. AI promises groundbreaking advancements in mental and medical health, adaptive educational technologies, and improved support systems for students with disabilities. Yet, alongside these promises are genuine concerns regarding surveillance, bias, societal displacement, and deepening inequality.

Historical Context: Educational Impacts of Industrial Revolutions

Understanding today's AI revolution requires context: we've been in somewhat similar disruptive situations before. Each industrial revolution reshaped education, displaced workers, and forced entire professions to reskill.

Second Industrial Revolution: Compulsory Education and Inequality

The second industrial revolution brought compulsory education, driven by the need for literate, disciplined (or compliant) skilled factory workers to operate machinery and maintain efficient factory production. It emphasized standardization—essentially, automation of human labor through machinery. While this improved literacy and employment opportunities for many, it also created stark economic disparities. Workers faced harsh conditions, declining real wages, and exploitation—conditions that led directly to unionization and labor rights movements.

Third Industrial Revolution: Adaptive Technology, Wage Stagnation, and Decline of Unions

During the third industrial revolution, computerization revolutionized education again, ushering in remote learning and adaptive technologies for students with disabilities. Simultaneously, automation displaced millions of workers, causing wage stagnation and widening inequality gaps. Increased productivity did not translate to improved economic conditions for many, emphasizing how automation often disproportionately benefits those controlling capital. I’m reminded of this everyday living in the Rust Belt here in Ohio. Automation further weakened union power by reducing membership, undermining collective bargaining strength, and shifting labor toward service-oriented jobs, often lacking union representation. This shift significantly contributed to declining real wages and diminished labor protections.

Fourth Industrial Revolution: AI in Mental Health and Surveillance Concerns

Now, the fourth industrial revolution—powered by AI—is upon us, bringing opportunities and challenges equally profound. AI-driven technologies already impact mental health by providing early detection of emotional distress, adaptive interventions tailored to individual learning profiles, and predictive analytics to enhance educational outcomes. However, these powerful tools bring risks, including intrusive surveillance in schools, algorithmic biases amplifying existing inequities, and potential overreliance on technology at the expense of essential human interactions. Notably, while AI has already automated significant tasks (e.g., more than 25% of coding), tech giants like Google have simultaneously increased expectations, recently pushing employees toward 60-hour workweeks. This highlights that productivity gains driven by AI could exacerbate inequity rather than enhance overall well-being or equitable work-life balance.

Automation and the Evolving Role of School Psychologists

Historically, each industrial revolution displaced workers who found their once-secure roles automated away. School psychologists are not immune to similar disruption; administrative tasks, assessments, and even initial interventions might increasingly become automated. But here's the critical point: automation underscores the necessity for us to sharpen, not abandon, our person-centered skills. AI cannot replicate genuine empathy, human insight, cultural responsiveness, or nuanced ethical decision-making. Our roles may shift, but our professional essence—centered on relationships and human connection— must remain indispensable.

Economic and Environmental Impacts of Automation

Historically, economic disruptions from automation exacerbated inequality and led to wars over capital and resources. AI poses similar threats, with rapid concentration of wealth and power in the hands of a technological elite. Moreover, unchecked industrial growth, as we've repeatedly seen, has led to disastrous environmental impacts, from climate change to ecological degradation.

But history also shows a path forward: workers organized, formed unions, and advocated for equitable conditions, wages, and protections. School psychologists must similarly advocate—both for equitable access to AI tools and for safeguards against their misuse. By critically engaging with AI's ethical implications, we can mitigate risks like bias and surveillance, pushing for transparent, equitable, and student-centered use.

Actionable Steps for a Just AI Future:

• Sharpen person-centered skills: empathy, cultural responsiveness, and ethical decision-making.

• Advocate for equitable access and safeguards in AI implementation.

• Engage in interdisciplinary collaborations to ensure AI technologies serve, rather than exploit, students and educators.

• Support broader advocacy for equitable economic policies and strong environmental protections, recognizing the interconnectedness of education and global well-being.

We stand at a crossroads. The fourth industrial revolution can either deepen inequality or serve as a powerful tool for justice and equity. The outcome depends on our active, informed advocacy to build a better world—not just a richer elite.