K-12 students increasingly form relationships with AI companions. Schools face growing expectations to teach AI literacy, yet existing frameworks treat AI as a tool rather than a relationship, and little is known about how teachers understand and act on students' relational use of AI. We conducted scenario-based interviews with 33 US K-12 teachers. Teachers welcomed academic companions but worried that intimate companions remove the developmental friction through which students learn to sustain human relationships. Teachers drew the boundaries of their jurisdiction by setting and observable wellbeing: within it they taught, talked, and watched; beyond it they positioned themselves as the adults best placed to notice and connect students with support. They envisioned AI companion literacy as shared work across the jurisdictions of counselors, parents, platforms, and policymakers, spiraling across grade levels. We introduce AI companion literacy as an extension of AI literacy and discuss implications for K-12 AI education.

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