As students and teachers adopt Generative Artificial Intelligence (GAI), educational stakeholders are reassessing existing frameworks, revising policies, and designing new guidelines to harness GAI’s potential while ensuring equitable and effective implementation. While higher education has received considerable attention, guidelines for K–12 education remain underdeveloped, necessitating further exploration. We conducted a scoping review of global policy documents on GAI use in K–12 to identify key policies and analyze how they address substantive concerns and strategies. Employing thematic analysis, we found new policy priorities for implementing GAI in the classroom, including co-design in research and development, procurement and infrastructure, well-being and mental health, and human alternatives.