The article is based on empirical study and explores concerns of Polish primary school teachers (grades 4–8) (N = 995) concerning the integration of generative artificial intelligence (GAI) in schools. The article uses data from a representative survey in the representative national sample and the teachers filled in the questionnaire presenting 25 predefined threats and assessed the likelihood of their occurring. The main results of the conducted survey display significant fears concerning student addiction to GAI systems (81% of teachers think this as likely), ethical issues such as academic fraud, and potential negative learning effects like reduced critical thinking in students. Teachers also presented concerns about negative social impact - predominantly important interpersonal relations at school, such as weakening peer relationships and reducing of boundaries between virtual and real-world interactions. Digital inequalities in access to technology and ethical risks, including misuse of AI-generated content, were among serious concerns of teachers. The study results show the necessity of well-designed interventions, including teacher training on AI technologies, the development of dedicated digital literacy programs for students, and ethical and organizational guidelines for GAI use at school level. A proposed educational model identifies GAI’s multifaceted roles in schools, from assisting teachers and students to addressing systemic challenges. These findings contribute to the present discussion on integrating GAI into educational systems.