A new study published in the Journal of American Medical Association showed that seeking emotional support from generative artificial intelligence (AI) may be a clear indicator of psychological discomfort in kids and teenagers, separate from emotions like loneliness or meaninglessness.
Although generative artificial intelligence is being used by adolescents more often as an anonymous emotional support system, little is known about the relationship between affective usage and mental health. Thus, this study investigated the relationship between affective generative AI use and emotional issues in a sizable, varied sample of young people.
This cross-sectional study assesses Ontario Health and Peer Relations Study data (May 2025–March 2026) among students in grades 4–12 from four school boards in Ontario, Canada. The data were evaluated in May 2026. Exposure comprised both affective AI (emotional support or counsel) and functional AI (school-related activities). Primary outcomes were emotional disorders, which were assessed using the Ontario Child Health Study Emotional Behavioral Scales and a validated clinical threshold. Covariates included loneliness, mattering, and demographic variables.
The final analytic sample included 39,761 students
The final analytic sample included 39,761 students. A total of 8408 individuals (21.1%) reported utilizing AI for emotional reasons. Female students, gender-diverse students, and students who were Black, Indigenous, or from other racial and ethnic groups than White were more likely to utilize AI for emotional objectives than males and White students.
Furthermore, pupils who were older and reported using AI for education reported slightly greater emotional AI usage. In unadjusted models, affective AI usage was related to considerably higher emotional issue ratings and being twice as likely to have clinical emotional difficulties (57.7% vs 29.2%; prevalence ratio, 1.98 [95% CI, 1.91 to 2.04]).
In fully adjusted models, affective AI usage remained related to emotional difficulties, whereas functional AI use had a moderate dose-response relationship with emotional problems. There was a substantial association between emotional AI usage and gender identity, which was less pronounced for gender-diverse kids than for boys. There was no significant interaction found between affective AI use and school level.
Overall, this cross-sectional study indicates that, regardless
Overall, this cross-sectional study indicates that, regardless of mattering or loneliness, asking generative AI for emotional support is a distinct indicator of psychological discomfort in kids and teenagers. The usage of algorithmic interfaces as a digital haven for emotional needs should be distinguished from functional AI help in clinical settings and digital literacy initiatives.
Bonnesen, K., Krygsman, A., Hobson, S., Korczak, D., & Vaillancourt, T. (2026). Affective generative artificial intelligence use and youth mental health. JAMA Pediatrics. https://doi.org/10.1001/jamapediatrics.2026.3904
