Artificial intelligence in childhood and its implications for mental health prevention

Children are increasingly exposed to artificial intelligence (AI) systems, including adaptive learning platforms, conversational agents, and digital mental health tools. These technologies offer potential benefits, such as expanded access to support, early identification of distress, and personalised learning. At the same time, concerns have been raised about how AI may influence children’s cognitive processes, social interaction, and emotional development. The current evidence base remains limited, particularly for child-specific populations. While some studies, primarily in adult or mixed-age samples, suggest benefits of AI-assisted tools, many proposed developmental risks remain theoretical or are based on expert-informed perspectives rather than direct empirical evidence in children. These concerns relate to critical thinking, empathy, resilience, and patterns of engagement. These issues are particularly relevant in many parts of Asia, where rapid digital adoption intersects with diverse cultural expectations, educational pressures, technological access, and structural inequalities. This perspective examines the opportunities, developmental risks, and policy implications associated with children’s exposure to AI, with particular attention to preventive mental health in diverse Asian contexts. It emphasises the importance of developmentally appropriate, ethically governed, and culturally informed implementation, while recognising the need for further empirical research to clarify the impact of AI on child mental health.