A 16-year-old Danish student has developed an AI blocking tool as a browser extension that blocks distracting content during school hours. His code has been integrated into a blocking system used across Danish schools. The innovation highlights how young people contribute to solving digital challenges in education.
Student Programmer Creates AI Blocking Tool
Mathias Harald Andersen, a ninth grade student at Snedsted School in Thisted Kommune, built a Chrome browser extension called NetShield. The program analyzes websites and blocks distracting content based on a scoring system. Instead of blocking entire sites, it evaluates context to allow educational content while filtering out games and non-educational services.
The 16-year-old taught himself coding through YouTube videos starting at age 12 or 13. He began with small projects and gradually developed more complex programs. His latest work includes building his own AI system to sort and categorize websites.
Privacy Concerns Drove Development
Mathias created NetShield because existing solutions collected data inappropriately. His program offers an alternative that prioritizes privacy while maintaining focus during lessons. The tool runs locally on browsers without sending user information to external servers.
The software addresses a specific need in Danish classrooms. Students often find ways around school website blocks, creating ongoing challenges for teachers trying to maintain focus during instruction.
Targeting AI Search Results
One breakthrough feature blocks AI-generated answers in search results without blocking the entire search engine. Mathias achieved this by learning about Manifest 3, Google’s new browser extension framework. Previous school blocking tools used the older Manifest 2 system, which lacked this capability.
Teachers previously had to block all of Google search to prevent students from using AI features. The new approach allows educational searches while filtering out AI-generated summaries that students might copy without learning the material. This reflects broader concerns about AI tools in educational settings.
Integration Into Municipal System
Claus Schwartz Hauerberg, a teacher and IT advisor at Snedsted School, recognized the potential in Mathias’s work. He contacted Aarhus Kommune, which operates LetSpær, the blocking technology used in Danish schools. Public institutions must carefully evaluate any software before implementation, especially tools developed outside official channels.
After review, parts of Mathias’s code were integrated into LetSpær. This means his blocking techniques now reach schools across multiple municipalities. The integration demonstrates how student innovation can influence educational technology at a systemic level.
Teacher Perspective on Classroom Use
Hauerberg noted that the AI blocking tool fills a critical gap in classroom management tools. Teachers struggled with all-or-nothing blocking approaches that either allowed too much access or restricted legitimate educational resources. The contextual blocking approach offers more nuanced control.
The integration process required technical review and privacy assessment. Municipal IT systems must meet security standards and comply with data protection regulations before deployment in schools.
Mixed Reception Among Peers
Not all students appreciate the new blocking system. Some of Mathias’s classmates find the program irritating because it prevents them from playing games on sites like Y8.com during school hours. The AI blocking tool effectively does what it was designed to do, which means limiting recreational internet use.
This reaction illustrates the tension between educational goals and student preferences. Digital distraction remains a significant challenge in Danish schools, where most students use computers or tablets for daily classwork.
Broader Context in Danish Education
Danish schools increasingly grapple with balancing technology access and focused learning. The country has invested heavily in digital education infrastructure, putting devices in students’ hands from early grades. This creates both opportunities and management challenges for educators.
Recent trends show schools reconsidering unrestricted digital access. Some institutions have reintroduced traditional textbooks and limited screen time to improve learning outcomes. The move toward more controlled digital environments reflects ongoing debates about technology’s role in education.
Youth Technical Skills Development
Mathias’s self-taught coding ability represents a growing trend among Danish young people. Online learning resources make technical skills accessible outside formal education. YouTube, coding forums, and open-source communities provide pathways for motivated students to develop advanced capabilities.
His work also shows how technical skills have become valuable even for teenagers. The Danish job market increasingly values programming and digital competencies across sectors. Students who develop these skills early gain advantages in future education and employment.
Privacy and Data Protection Focus
The emphasis on privacy-respecting design reflects Danish and European values around data protection. GDPR and related regulations shape how educational technology must handle student information. Mathias’s awareness of these concerns with an AI blocking tool shows how privacy considerations have become mainstream in Danish digital culture.
Schools face particular scrutiny over student data handling. Any monitoring or filtering tool must balance effectiveness with privacy rights. Solutions that process data locally rather than sending it to external servers address these concerns more effectively.
Sources and References
TV2: 16-årig har udviklet et program, der ikke giver venner i skolegården
TV2: Nyheder
