ABSTRACT This study investigates secondary school students' perceptions of generative AI (GenAI) as virtual mental health therapists within educational settings. Leveraging data from the written reflections of 69 Hong Kong secondary school students engaged in an AI literacy programme, the study applied inductive thematic analysis to explore perceived potentials and limitations of GenAI therapy chatbots. Students valued the accessibility, anonymity and cost‐effectiveness of AI‐powered therapy. However, significant concerns arose regarding the technology's lack of genuine empathy, limited understanding of non‐verbal cues and potential for inaccurate responses. Ethical issues, such as data privacy and trust, were highlighted, with students expressing warranted distrust regarding personal data handling. The findings emphasised the risk of over‐reliance on AI and the therapeutic misconception that AI generates more suitable advice. While students acknowledged GenAI as a supplementary tool for initial support, they underscored the irreplaceable role of human therapists for deep, personalised care. This research calls for comprehensive AI literacy education to help students effectively navigate the strengths and boundaries of AI in mental health support.
Chan et al. (Mon,) studied this question.