At Percy Julian Middle School in Oak Park, Illinois, students are driving how AI is discussed in class by presenting what they learned after a year of AI experimentation supervised by social studies teacher Ashley Kannan. The students made the case to educators that adults should “get in front of” AI, but also demanded the authority to define appropriate guardrails. Nine 8th graders presented at an all-staff meeting, arguing that AI literacy will be part of their futures, including automated evaluation for college resumes and applications. Their approach flips the usual model by asking what students would do if they could use AI to reach personal goals—and what safeguards they would require. Teachers and administrators are increasingly pursuing AI training; a 2025 EdWeek Research Center survey cited that half of teachers have received at least one training on AI. The Percy Julian project adds a new element by treating students not just as users to regulate, but as partners in shaping responsible instruction. The school’s effort also highlights a governance gap: students may have the biggest stake, but classroom decisions on AI use often remain in teachers’ and administrators’ hands. By bringing student perspectives forward, the model seeks to make AI policy more aligned with student realities.