The increasing integration of artificial intelligence (AI) into educational environments has led to the emergence of camera-based monitoring systems that combine visual data capture with advanced computer vision techniques. In primary school settings, these systems are used for purposes such as attendance automation, behaviour tracking, and safety monitoring. While such applications are often justified in terms of efficiency and security, their deployment raises significant concerns regarding privacy, ethics, and the rights of children. This paper performs a structured review to examine the implications of camera-based AI in primary education through a critical and interdisciplinary lens. It analyses the unique vulnerabilities of children as data subjects, emphasising their limited capacity for informed consent and the long-term consequences of continuous surveillance on their development and autonomy. The study further evaluates the extent to which existing regulatory frameworks, including the General Data Protection Regulation (GDPR), the Children's Online Privacy Protection Act (COPPA), and the Australian Privacy Act 1988, adequately address the risks associated with biometric data collection in school environments. By synthesising insights from surveillance studies, data protection law, and education ethics, the paper identifies key gaps in current governance approaches and proposes a set of guiding principles for responsible deployment. It argues that the use of camera-based AI in primary schools must be approached with heightened caution, ensuring that technological innovation does not undermine the fundamental rights, dignity, and developmental well-being of children.
Zulfiqar et al. (Wed,) studied this question.