Multiple outlets report rising concern about a high-school rush to use AI tools for learning tasks. The articles cite research suggesting that relying on AI can affect fundamental cognitive abilities used in studying, including memory, concentration and analytical or problem-solving skills. While the coverage does not identify a single study or agreed-upon conclusion, it describes a growing body of evidence and commentary indicating that dependence on automated assistance may reduce opportunities for students to practice underlying skills. The reports frame the issue as a potential risk to educational outcomes if AI is used in ways that replace rather than support learning activities. Across the sources, the emphasis is on the possibility that frequent AI use could contribute to what they describe as “never-skilling,” implying that students may learn less of the core competencies needed for independent thinking. The articles focus on the prospect of long-term impacts for a generation of students, rather than immediate, measured changes in academic performance.