British English is the standard we say we value in schools, yet in practice it is being quietly undermined by default digital settings. Most software platforms, spellcheckers and AI tools default to US English. Research in behavioural science shows that users overwhelmingly accept default settings rather than changing them, even when alternatives are easily available. (Thaler & Sunstein, Nudge 2008).
If *color* or *unauthorized* is accepted by the system, it is perceived as correct, and that perception shapes behaviour.
What We Are Seeing in Practice
In my own review of student work, American spellings now appear in homework tasks, often repeatedly within the same piece. This aligns with literacy research showing that students tend to adopt the first spelling suggested by digital tools, regardless of taught conventions (e.g. Dixon & Kaminska, 2007; Montgomery et al., 2012). Over time, machine authority replaces deliberate choice.
Assessment Sends a Mixed Message
Part of the problem is that spelling conventions are often overlooked or inconsistently addressed in assessment. In many subjects and qualifications, US spellings are not explicitly penalised or are treated as broadly acceptable. The result is an implicit message to students that conventions do not matter – or at least do not matter enough to be corrected.
When assessment is silent, modelling becomes decisive. If students see Americanisms accepted in marking and mirrored in teaching materials, they understandably assume there is no meaningful distinction to be made.
Why This Still Matters
Even when not formally assessed, writing conventions shape clarity, professionalism and academic habit. Schools routinely claim to value precision in communication, yet we allow digital systems and automation to erode that precision by default.
The growth of generative AI intensifies this effect. AI does not simply correct language; it models it. Unless British English is specified, US English becomes the dominant reference point through sheer exposure.
Proposed campaign: “Set It Once: UK English”
- Set all school devices, platforms and spellcheckers to UK English
- Expect staff to specify British English when using AI for teaching materials
- Ensure shared templates and resources follow UK conventions
- Teach students explicitly that language defaults are design choices, not rules
Question for Colleagues
The evidence suggests this drift is predictable rather than accidental. My experience suggests it is now widespread. Are colleagues seeing the same pattern in student work and teaching materials?
If we claim to value clear, professional written English, we need our systems, modelling and habits to reflect that emphasis – even where assessment frameworks are silent.
Or are we willing to let UK English disappear by default rather than defend it by design?
