Deepfake abuse in NZ schools surges as technology races ahead of law
New Zealand schools are experiencing a growing problem with AI generated deepfake abuse, particularly sexually explicit images and videos involving students and teachers. The rapid accessibility of generative AI and so called nudify tools has made it increasingly easy for young people to create realistic fabricated content using photographs taken from social media or school related sources.
Schools have reported cases in which students used AI tools to create pornographic deepfakes of teachers and classmates. Some teachers targeted by this material have reportedly been so traumatised that they were unable to continue working. In other cases, AI generated videos have been used to make teachers appear to say things they never said, demonstrating that the problem extends beyond sexual imagery to impersonation and reputational abuse.
The incidents raise particular concerns when minors are depicted. New Zealand’s Classification Office stresses that AI generated material can still be illegal even when no genuine sexual photograph ever existed. Under existing classification legislation, what matters is the content depicted rather than whether it was produced by a camera, manipulated from an existing photograph or generated entirely by artificial intelligence.
However, the rapid development of generative AI has exposed gaps and ambiguities in legislation originally designed for conventional intimate imagery. New Zealand is considering the Deepfake Digital Harm and Exploitation Bill, which would explicitly expand the legal definition of an intimate visual recording to include material that has been digitally created, synthesised or altered to depict someone’s likeness without consent.
The proposed legislation would amend both the Crimes Act 1961 and the Harmful Digital Communications Act 2015, extending existing protections against non consensual intimate imagery to synthetic material. This would provide clearer legal grounds for pursuing people who create or distribute sexually explicit deepfakes involving identifiable victims.
The issue also highlights difficulties faced by schools when responding to incidents. Deepfakes can be generated quickly, distributed through social media and messaging platforms, and copied before schools, parents or authorities become aware of them. Once material spreads beyond the original group, removing every copy can become extremely difficult.
The broader policy response in New Zealand increasingly focuses on placing greater responsibility on technology platforms. The government has also introduced an Online Safety Bill aimed at restricting social media access for children under 16 and requiring technology companies to take greater responsibility for protecting young users from harmful online content.
Overall, the surge in school related deepfake incidents illustrates how AI technology is developing faster than traditional legal and safeguarding frameworks. New Zealand’s response is moving toward explicitly covering synthetic intimate imagery while schools face the immediate challenge of protecting students and teachers from increasingly accessible AI enabled harassment and sexual abuse.
