The rise of AI text generators, such as ChatGPT, is reshaping educational environments and influencing student learning practices. This study explores the adoption and usage patterns of AI text generators among teenagers in educational settings, focusing on both motivating and hindering factors. Based on a content analysis of essays from 143 grammar school students aged 14 to 16 across fourteen of Germany’s sixteen federal regions, we adapt the Unified Theory of Acceptance and Use of Technology (UTAUT) framework and extend it with an additional factor: perceived risk. The findings reveal that performance expectancy (information, inspiration and improvement) and effort expectancy (immediacy) are primary drivers of adoption, while perceived risk is the main hindrance. Social influence and facilitating conditions function as bidirectional factors, capable of both driving and hindering adoption. This research provides a comprehensive understanding of the factors shaping AI text generator usage among students and offers valuable insights for educators, policymakers, and technology developers aiming to align AI integration with educational goals and ethical standards.