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The International Society for Technology in Education has technology standards for leaders, educators, and students. Standard number three highlights the importance of digital citizenship. This website provides information and tools for educators on how to bring the teaching of digital citizenship into their classroom in a meaningful and long-lasting way.

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Digital citizenship shouldn't be a long list of don'ts. It should be about the do's that help create thoughtful, empathetic digital citizens who can wrestle with the important ethical questions at the intersection of technology and humanity. Those do's include:

Using technology to make your community better.

Engaging respectfully online with people who have different beliefs than you.

Using technology to make your voice heard by public leaders and shape public policy.

Determining the validity of online sources of information.

Digital citizenship goes beyond conversations about personal responsibility. It's about being active citizens who see possibilities instead of problems, and opportunities instead of risks as they curate a positive and effective digital footprint.

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Digital citizenship shouldn't be a long list of don'ts. It should be about the do's that help create thoughtful, empathetic digital citizens who can wrestle with the important ethical questions at the intersection of technology and humanity. Those do's include: Using technology to make your community better.

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The 9 Elements of Digital Citizenship Infographic

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The 9 Elements of Digital Citizenship Infographic

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In this blog, educators are introduced to the 9 elements of digital citizenship: digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness, and digital security. This website provides an infographic that highlights how each element of digital citizenship protects your individual safety online but also allows each user to show empathy to others and calling out those that do not show kindness, making the online world a safer and more secure place for all participants.

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This post has been updated on July 8, 2020.

With the rise of the Internet, we have become more and more present in the online world. This has come with its own sets regulations which we have to abide by. So, existing in this environment, working, learning, doing business, communicating just like we do in real life make us citizens of this digital world.

As digital citizens, we have both rights and obligations and that is why learning more about the concept of digital citizenship is crucial.

Digital citizenship is the continuously developing norms of appropriate, responsible, and empowered technology use. ( Source)

Thus, we need to contribute to the online world with appropriate content that can create positive experiences for others and acknowledge the fact that our actions as digital citizens have consequences.

As far as any online environment is concerned, it should be a safe one in which everyone feels protected and not vulnerable. Moreover, it should promote a better understanding of all its implications and contribute to the process of educating users for long term positive outcomes. In addition, as digital citizens we have to create cooperative and interdependent relationships promoting understanding of one another.

In their book, Digital Citizenship in Schools, Mike Ribble and Gerald Bailey talk about how technology influences the way people interact and the concept of digital citizenship in the classroom. The authors define nine elements of digital citizenship.

The 9 elements of Digital Citizenship

Since education is at the heart of any society, students are the ones that should be educated in using technology in a responsible manner, ensuring the safety of the online environment for generations to come. Consequently, the aspects of digital citizenship revolve around their usage of technology for educational purposes.

Some of these elements are related to students' lives outside the walls of school, while others are directly related to how they use technology in school.

1. Digital access

Although we live in a digital era, not everyone has access to technology. As teachers, we should be aware of the needs students have and try to ensure they can equally make use of online resources.

Due to improvements in schools worldwide, teachers can provide engaging lessons and motivate their students by including technology in class. More and more educators require from their students assignments which should be done online, but there is a downside to it: not all students can afford a computer/smartphone and access to the Internet. That is why educators need to provide alternatives suitable for every student's needs.

Read more: 4 Examples of the best digital access initiatives

2. Digital commerce

Digital Commerce refers to selling and buying things online and the necessity to tackle safety issues while using money in the digital world. Technology is also used in class to showcase students the possible paths to take in their prospect careers opening their way to a future job. Understanding how e-commerce works is a must, both as possible customers and as potential entrepreneurs.

3. Digital literacy

Education is the key to everything. Being aware of others while online or offline is important for our personal growth contributing also to spreading awareness of the way we treat each other in either space.

Digital literacy also includes reaching the ability to differentiate between real and fake content which otherwise can have great negative impact over the lives of students and adults altogether. Students need to learn how to use their free will and decide what content is good for them and what they should avoid in order to lead a balanced life.

4. Digital etiquette

Technology comes with basic instructions of usage, but in the long run we should educate students to understand it better and become "digitally fluent". This will shape their online behavior and they will respond positively rather than negatively to any content or comment. In this way, the online attitude is transposed into the real world and vice versa.

Focusing on implementing an online etiquette will have great results for the future generations who will have the adequate attitude in the online world that avoids conflict rather than entice it hidden behind their virtual profiles.

5. Digital rights and responsibilities

Like in any real society, the online world has its regulations. That means that as a user one has rights, but also responsibilities. There are rules and policies to follow that imply the possibility of being held accountable for your actions and deeds in the online world.

The Internet can also be used for harming purposes and anyone using it needs protection structures against cyberbullying, for instance. Schools should approach this subject in class making the students take responsibility for their actions and also recognize and report any misconduct in the virtual environment.

All in all

Digital Citizenship is the status that all online users should own including students. With this citizenship comes freedoms and responsibilities which should be understood in their entirety.

Similar to the real world citizens, online users have to follow the rules and try to make use of all its benefits safely. As digital citizens, students need to be aware of their behavior and how it may affect others, but also they should show empathy towards others avoiding conflict and calling out the ones that don't.

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The 9 elements of Digital Citizenship your students need to know [INFOGRAPHIC] | NEO BLOG

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This post has been updated on July 8, 2020. With the rise of the Internet, we have become more and more present in the online world. This has come with its own sets regulations which we have to abide by.

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Let's Talk Science: Digital Citizenship & Ethics

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Let's Talk Science: Digital Citizenship & Ethics

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Modern students have never known a world without technology but this does not mean they are literate in the appropriate use of technology. This website goes into the nine elements of digital citizenship, helping teachers to define these elements and explains how students can be respectful and safe while they navigate the internet.

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The nine elements of digital citizenship (©2020 Let's Talk Science).

Law

The legal element of digital citizenship is knowledge of the rights and restrictions that apply when using digital devices. Students should understand that online tools open people up to theft of personal and financial information, harassment and bullying. Students should also understand the expectations placed on them under Canadian copyright law. These include issues such as the proper use of images, proper citation methods, plagiarism and respecting the intellectual property of others.

Access

Not everyone has the same opportunities to use digital technologies. Digital citizens work to ensure access for everyone, regardless of their abilities, socio-economic status or location.

For students, this could mean donating their old smartphone or laptop to a charity instead of selling it or recycling it. It could also mean advocating for the establishment of "hot spots" or mobile wifi units in areas where there is need.

Communication

It is important to be able to use the right digital technology at the right time for the exchange of information. Students should learn when to use various forms of communication, such as text or social media. They should also learn to organize their thoughts so they can be understood by others.

Digital citizens recognize that in a digital environment, the best format and tool depends on what they want to communicate, for what purpose, and to whom. For example, using abbreviations or textspeak in instant messages or texts to friends is ok in that situation. But the same format may not be appropriate when communicating with potential employers. It is also important for students to consider which tool to use when communicating with a prospective employer or post-secondary institution. Organizations often lag behind the apps youth are using. It's best for students to check official websites for preferred means of communication.

Digital citizens should also recognize that the information they share through the internet is often very difficult (or impossible) to delete. Employers often do background checks of applicants' social media to get a better idea of "who they are" as individuals. When communicating with their friends, students should be conscious of this and not share information they would not want to be seen publicly.

Health and Wellness

This refers to students' physical and psychological wellbeing as it relates to the use of technology. Students should learn the importance of maintaining a balance between the online world and the real world. This helps ensure the opportunity for quality, in-person time with family and friends.

Students should be aware of the amount of time they spend online. Playing online games and engaging in various chat features can promote positive social interactions. However, sitting or lounging for long periods of time can have negative effects on students' physical health. In some cases, students can even become addicted to their technology to the point where it affects their sleep patterns and behaviour.

Just as in the real world, online bullying has negative impacts on students' health, wellness and sense of self. Students should be provided with strategies to address incidents of cyberbullying, or to inform a trusted adult if they, or someone they know becomes a victim.

Although social interactions are essential to human well-being, many studies suggest a direct link between an increase in anxiety and depression in children and social networking sites use. Students should thus reflect on how their use of social media can affect their mood and mental health.

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The legal element of digital citizenship is knowledge of the rights and restrictions that apply when using digital devices. Students should understand that online tools open people up to theft of personal and financial information, harassment and bullying. Students should also understand the expectations placed on them under Canadian copyright law.

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What is the difference between digital rights, digital citizenship, and digital literacy?

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What is the difference between digital rights, digital citizenship, and digital literacy?

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In this scholarly article from the  Journal of New Approaches of Educational Research, the authors identify the three main concepts that people must understand to navigate the digital world: Digital Rights, Digital Citizenship, and Digital Literacy. The authors explain that these concepts operate parallel to each other but where digital citizenship and digital literacy are able to be taught in classrooms, digital rights must be defined and regulated by the government which can be a major roadblock for teachers. The authors end the article with certain action steps that can be taken by educators and researchers but more research needs to be done in this field on how to effectively teach these three concepts.

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Difference between digital rights, digital citizenship, and digital literacy

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Teaching Digital Understanding and Citizenship

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Teaching Digital Understanding and Citizenship

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This article explains the need for teaching both digital citizenship and digital literacy in the secondary classroom. There is a big difference from knowing how to use the internet and knowing the implications of such use. Public education is partly responsible for creating the society of the future and our current students will need to understand how to safely and knowledgably navigate the internet. If secondary technology teachers or core content teachers take one day a week to teach a lesson on digital citizenship, they will be greatly serving their student population long after graduation.

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teaching digital understanding and citizenship

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Digital Citizenship Curriculum/Lesson Plans: Grades 6-8

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Digital Citizenship Curriculum/Lesson Plans: Grades 6-8

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On this website provided by Common Sense Education, teachers are provided with lesson plans on how to teach digital citizenship in a middle grade classroom. Students in grades 6-8 are at the age where they are just starting to navigate social media and the digital world. In order to keep them safe and have them respect the safety of others, middle school teachers should weave digital citizenship into their classrooms. Examples of lessons that can be found on this website are: chatting safely online, finding credible news, understanding your digital footprint, etc. This is a fantastic resource for educators who are not wholly familiar with digital citizenship to start with.

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Interactive lessons and activities for all students!

Use digital citizenship lesson plans to address timely topics and prepare students to take ownership of their digital lives. Browse lessons by grade and topic below, or see an overview of the curriculum.
We've got more new lessons! Explore all lesson plans or check our lesson collections!

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DigCit Curriculum | Common Sense Education

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Research-backed digital citizenship lesson plans help schools navigate timely topics, such as cyberbullying, online safety, privacy, and media literacy.

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10 Strategies Promoting Digital Access and Equity

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10 Strategies Promoting Digital Access and Equity

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It is impossible to adequately teach digital literacy if all students do not have equal access to technology in school districts. This website gives educators strategies to help support digital access and equity in their school districts. As educators, we have a voice and we can use it to promote widespread broadband access as well as 1-1 device programs. Equitable access to technology goes hand-in-hand with making sure all of our students are prepared for a future as digital citizens.

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The printing press changed the world, fueling a global renaissance in learning, art and science and upending historical power structures. The shift from print to digital is having an even more profound impact. It has taken hold in two decades rather than two centuries, transforming communication, democratizing learning and creating new markets.

Today we live, learn, work and play on digital platforms. The five largest companies are digital platforms (Alphabet, Amazon, Apple, Facebook and Microsoft). Most of us hop seamlessly from a communication screen to a production screen to a shared screen, and we often use several simultaneously.

Tremendous progress has been made in K-12 education in this country over the last 20 years, even in low-income communities. Most schools have broadband connections, devices for every student or two and practices that have begun to personalize student learning.

But challenges remain in these early days of developing new personalized learning models. These 10 strategies promote excellence and equity in elementary and secondary schools in the digital learning age. The first five are the basics of access, the second five are the basics of quality.

1. Support 1:1 Take-Home Technology

The combination of inexpensive devices (especially Chromebooks) and open education resources have made it cheaper to provide digital access to great instructional resources than textbooks. It also powers blended and anywhere anytime learning models. A few interesting facts around this:

Maine is the only state to provide 1:1 take-home technology to secondary students. Everywhere else, it's up to school districts.

The Mooresville Graded School District near Charlotte, North Carolina, was a 1:1 pioneer and demonstrated that in a low-spending district (relative to other North Carolina districts) it was possible to provide all students with a full-function laptop.

Beginning in 2012, Council Bluffs, Iowa; Leyden, Ill.; and the Richland Two schools in South Carolina, became early leaders in adopting Chromebooks.

A user fee of $25-$50 for take-home laptops has been adopted by some districts to cover insurance and can usually be paid in installments for those who need payment assistance. Some districts cover the cost for low-income families upon request.

Full 1:1 access makes possible the transition from textbooks to digital instructional materials, particularly open resources. Several school districts have partnerships with open educational resources:

The El Paso Independent School District in Texas worked with CK-12 Foundation to develop 30 open high school flexbooks. El Paso teachers adapted CK-12 content with their own touches and aligned the content with Texas standards. Savings from planned textbook adoptions helped pay for laptops for every high school student.

The Santa Ana Unified School District in California partners with Gooru for customized playlists of open content.

Schools in Atlanta, Los Angeles and New York use open digital playlists from PowerMyLearning.

Six districts are piloting comprehensive open math curriculum from nonprofit Open Up Resources.

Some 1:1 schools and districts are reluctant to allow students to bring devices home because of safety concerns, particularly if the students wear recognizable uniforms and walk in dangerous areas. This difficult choice puts more pressure on home and community connectivity solutions.

2. Support Community Broadband Access

Home connectivity is important to support extended learning opportunities and full digital equity. In a limited number of cases, school districts may provide a connected device (tablet or laptop with hotspot) to students lacking home access, but this quickly becomes cost prohibitive to do at scale. The most common effort to promote home connectivity are community partnerships including low-cost broadband services (about $10 per month) and encouraging and mapping community Wi-Fi hotspots.

Taking advantage of the urban density, the Santa Ana district made efforts to boost home internet access by boosting school signal strength to cover nearby apartment units and, in partnership with the city, increase access to Wi-Fi hotspots. Where that doesn't meet the need, school libraries check out filtered wireless hotspots for home use. One hot spot often covers multiple students.

Santa Ana's deputy superintendent, David Haglund, says home access is improving as families have found ways to access the internet. "The most recent technology survey in Santa Ana found that 85 percent of families have internet in the home. We use the hotspots as a strategy to solve for the remaining 15 percent." The district is also in talks with the city regarding a citywide broadband initiative.

In Alabama, the Huntsville City Schools put Wi-Fi on buses with extended travel time. In addition to more study time, the district experienced a big drop in discipline problems on the buses equipped with Wi-Fi.

Coachella Valley Unified Schools in California provides students with a mobile device and, according to superintendent Daryl Adams, "parks buses in isolated rural areas to provide access for students and families with no internet service."

3. Encourage BYOD

Because the vast majority of secondary school students nationwide today bring their own device to school, most districts have dropped their phone bans and allow teachers to decide when and how students can use phones in class.

Bring your own device policies should be used to create a high-access environment - a three-screen day that includes a mobile device, a production device and a large sharing/editing screen. BYOD doesn't replace a school district's commitment to 1:1 access. Rather, it augments this commitment and creates a three-screen day with extended learning opportunities.

4. Support Digital Literacy

"Digital learning is mission-critical because digital literacy and digital collaboration don't come naturally," says Jan Rashid, assistant superintendent of Des Plaines School District 62, located in a Chicago suburb. "Writing digitally is not the same as using Facebook or Snapchat."

To prepare students for middle school, high school, college and beyond, the district uses a digital literacy curriculum. Students have 24/7 access to the content, so they can work in class, at home or on the bus.

Santa Ana dropped its ban on cell phones and encouraged students to bring their own device and use their own network. While that makes other administrators nervous, Haglund thinks locked-down networks are like teaching young people to drive on a Disney amusement park ride. Instead, he believes we should teach students to become responsible digital citizens.

Common Sense Media provides a free comprehensive curriculum designed to help students to think critically, behave safely and participate responsibly online.

Districts serving diverse and low-income communities are finding very high smartphone penetration rates. Highline Public Schools, near Seattle, uses the SchoolWires mobile application to connect with parents and share assignments, contacts and calendar events.

Coding as Digital Equity?

Schools are rapidly adding coding to the curriculum as an important career skill. Web developers without a college degree can earn good money. Coding in high school can expose students to careers in computer science.

When coding is taught with robotics, problem-solving and maker experiences, it encourages computational thinking. At Olin College, a next-generation engineering school west of Boston, just-in-time computing is taught across the curriculum. Students learn the programming skills they need to solve the problem they are working on.

While valuable, these "add coding to the curriculum" instincts miss the broader implication - artificial intelligence is rapidly impacting lives and livelihoods.

We used to code algorithms to perform specific tasks. Now we can code them to learn, and the more data the algorithms are exposed to, the smarter they get. Artificial intelligence (and its subsets, machine learning, neural nets, and natural language processing) currently results in narrow forms of machine intelligence - programs that are very good at specific tasks.

A recent Stanford study noted numerous ways that artificial intelligence is transforming social media, healthcare, retail, transportation and the employment landscape. Over the next decade, machine intelligence will broaden in capability rivaling humans in increasing respects. The report suggests that, in addition to in introducing coding and computational thinking, school communities should discuss the emerging ethical and economic questions implications of artificial intelligence.

6. Adopt Broader Aims

Houston ISD and Marion City Schools in Ohio hosted community conversations about what graduates should know and be able to do. AASA calls it Redefining Ready .

In addition to traditional measures, these districts built a graduate profile embracing broader aims including growth mindset, collaboration and critical thinking. Districts benefiting from Next Generation Learning Challenges grants use the NGLC MyWays outcome framework that add workplace success skills and "wayfinding" or navigational and decision making skills.

7. Support High-Quality Personalized Learning

Developing a blended and personalized learning environment is complicated. Districts including Washington D.C. have in-house experts that help school staffs make good decisions about building, adopting or adapting a learning model. Some D.C. schools have partnered with NewClassrooms and others have adopted the Summit Public Schools personalized learning plan. Over 100 schools districts nationwide have formed a partnership with nonprofit New Tech Network and benefit from their personalized project-based learning model, platform, and support services.

8. Support Access to Rich Curriculum Options

Houston ISD uses digital curriculum to support 10 different deployment models to extend access and student learning options. Online learning, with a teacher at a distance, provides and expanded list of electives and world languages. Blended learning provides personalized attention and supports tailored approaches to credit recovery. Digital curriculum supports Advanced Placement courses as well as career and technical education.

9. Support Teacher Development

Like students, teachers deserve access to blended, personalized and competency-based learning experience. Fulton County, Georgia identified and trained 400 Vanguard Teachers, about four per school. These teachers provide support and lead conversations about new learning models. Schools received technical assistance specific to their plans when they were ready to move-a great example of supporting teacher leadership and providing the right professional development at the right time.

10. Support Parent Guidance

As the digital divide narrows, a new divide of concern is the quality of guidance regarding screen time and learning opportunities. Technology is an amplifier and can accelerate the development of 21st-century skills or be unproductive (or even dangerous). Districts should support robust parent communication (No. 5) and education to ensure that all students have access to quality formal and informal learning experiences.

It's time to push for full digital equity - take-home technology, engaging learning models, quality learning opportunities, well-supported teachers and parents.

For more, see:
A version of this article originally ran in the March edition of the AASA School Administrator magazine. Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update . This post includes mentions of a Getting Smart partner. For a full list of partners, affiliate organizations and all other disclosures please see our Partner page

Tom Vander Ark is author of Difference Making at the Heart of Learning, The Power of Place, Better Together, Smart Parents, Smart Cities and Getting Smart. He is co-founder of Getting Smart and Learn Capital and serves on the boards of Education Board Partners, 4.0 Schools, Digital Learning Institute, Latinx Education Collaborative, Mastery Transcript Consortium and eduInnovation. Follow Tom on Twitter, @tvanderark.

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10 Strategies Promoting Digital Access and Equity | Getting Smart

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The printing press changed the world, fueling a global renaissance in learning, art and science and upending historical power structures. The shift from print to digital is having an even more profound impact. It has taken hold in two decades rather than two centuries, transforming communication, democratizing learning and creating new markets.

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Teachers Essential Guide to Cyberbullying Prevention

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Teachers Essential Guide to Cyberbullying Prevention

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This guide from Common Sense Education explains to educators why cyberbullying is and how educators can prevent this from happening. The number one piece of advice from this guide is to promote a positive and safe classroom culture. It is also important to acknowledge and embrace "dig cit" moments. A "dig cit" moment is when a teacher can point out any moment related to respectful online communication and how to spot "red flags moments" online and how to report and be an ally in stopping online bullying or harassment. This guide also provides tools for teachers in all grade levels.

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What is cyberbullying?

Cyberbullying is the use of digital media (such as apps, text messages, and websites) to intimidate, upset, or harm someone. It includes repeatedly sending, posting, or sharing negative, harmful, or mean content about someone else on purpose.

Usually, with cyberbullying, there are other people who see cyberbullying happen. In these situations, people can be bystanders, allies, or upstanders.

A bystander observes the conflict or unacceptable behavior but does not take part in it.

An ally is someone who responds to the bullying situation by supporting the person being bullied (checking in with them, being a friend to them, etc.).

An upstander tries to stop the bullying by directly confronting the person who is doing the bullying or by telling a trusted adult.

Cyberbullying differs from face-to-face bullying in several key ways. For one, it can feel harder to escape because it can happen anywhere, anytime. It's also harder to detect because so much of kids' digital media use is not monitored by adults. At the same time, cyberbullying can also be very public: Large numbers of people online can see what's happening and even gang up on the target. Though the target is usually exposed publicly, the people doing the cyberbullying can hide who they are by posting anonymously or using pseudonyms. And since cyberbullying isn't face-to-face, the one doing the bullying may not see or even understand the implications of their actions.

What Forms Can Cyberbullying Take?

Unfortunately, cyberbullying can take many forms. As popular social media apps for young people shift and proliferate, so have the ways kids can harass each other-or become victims themselves. Spreading rumors, sending hateful messages, or sharing embarrassing materials can occur across platforms and devices, but there are some other specific forms of cyberbullying to be aware of:

Catfishing: Someone sets up a fictional persona online to compromise a victim in various ways, often exploiting a victim's emotions. The perpetrator's goals may be to lure them into a relationship or to intentionally upset a victim, among other reasons.

Cyberflashing: When someone receives an unsolicited sexually graphic image, they've been cyberflashed. This can occur on peer-to-peer Wi-Fi networks or Bluetooth Airdrop, in or outside of school.

Ghosting: When people cut off online contact and stop responding, they might be ghosting. Refusing to answer someone's messages can actually be a way of communicating a shift or upheaval among a group of friends. Often, instead of ever addressing the issue head-on, people will just ignore the targeted person.

Griefing: There are people who harass or irritate you in multiplayer video games. They kill your character on purpose, steal your game loot, or harass you in chat. Repeated behavior like that is called "griefing."

Hate pages: On platforms like Instagram, teens may create fake accounts to harass victims, posting unflattering photos of their target, exposing secrets, or sharing screenshots of texts from people saying mean things. It's hard to trace who created the account, and the people doing the bullying can simply create a new "hate" page if one is shut down or removed. Sometimes, these anonymous accounts may be collections focused on rumors or other malicious materials targeting students schoolwide.

Outing: This occurs when someone reveals someone's gender identity or sexual orientation without their consent. What makes this particularly malicious is the risk this may pose for teens who report higher levels of mental health struggles and are at greater risk for self-harm.

Note that kids and teens probably use all kinds of terminology to describe the digital drama or harassment that's happening, so it's best to just ask questions than to use specific terms.

How common is cyberbullying?

Reported data on how many kids experience cyberbullying can vary depending on the age of kids surveyed and how cyberbullying is defined. According to a 2022 Pew Research report on teens and cyberbullying, nearly half (46%) of teens reported experiencing at least one type of cyberbullying, and 28% have experienced multiple types, which represents a steady uptick over the last 15 years.

A summary of research by the Cyberbullying Research Center on cyberbullying in middle and high school from 2007 to 2021 indicated that, on average, 29% of students had been targets of cyberbullying. Nearly 16% of students admitted to cyberbullying others.

Yet not all groups of teens are experiencing cyberbullying equally, as some kids are more vulnerable than others. The Common Sense study " Social Media, Social Life" also found that girls are more likely than boys to experience it. A separate study showed that kids with a disability, with obesity, or who are LGBTQ are more likely to be cyberbullied than other kids.

Even if kids aren't the target of cyberbullying (and the majority aren't), chances are high they've witnessed it, since it often happens online and publicly. Common Sense reports that 23% of teens have tried to help someone who has been cyberbullied, such as by talking with the person who was cyberbullied, reporting it to adults, or posting positive stuff about the person being cyberbullied.

How can I tell if a student is being cyberbullied?

Be aware of your students' emotional state. Do they seem depressed? Fearful? Distracted? Pay attention to what's happening for students socially at lunchtime, in the hallways, or in other areas of your school campus. Has their friend group changed? Do you sense a conflict between students? Are you overhearing talk about "drama" or "haters" (two words kids might use to describe cyberbullying situations)? Don't be afraid to check in with students directly about what's going on. And reach out to their support networks, including parents or caregivers, the school counselor, a coach, or other teachers.

When and how should I intervene in a cyberbullying situation?

Obviously, cyberbullying is something to take seriously. At the same time, it's important to remember that, depending on their ages, kids are still developing skills like empathy, self-regulation, and how to communicate respectfully online. These situations can be learning opportunities for everyone involved.

School, district, and/or state policies might determine what actions you take once you've verified that cyberbullying has in fact occurred. Sometimes the recommended response is different depending on whether the bullying occurred on a school-issued device, and whether it happened outside of school hours or during the school day. Be sure to involve the students' families, school administrators, and counselor as appropriate, to ensure the intervention is effective and follows policy.

Here are a few resources to support teachers and schools in responding to cyberbullying:

What's my responsibility as a teacher in preventing cyberbullying?

As educators, it's our responsibility to teach students how to use digital media in respectful and safe ways. This includes helping kids learn how to identify, respond to, and avoid cyberbullying. Given the demands on teachers to meet school, district, and state goals, it can be a challenge to figure out where these lessons fit into the school day. Fortunately, as technology becomes part of every aspect of our lives, including how we teach and learn, more schools and districts are giving teachers the time and resources to prioritize these skills. Here are a few ways to approach cyberbullying prevention in the classroom:

Promote a positive and safe classroom culture. Whether or not you have technology in the classroom, setting norms of respectful communication sends a message to your students about what is and isn't acceptable. Find ways to demonstrate that your classroom is a safe, emotionally caring environment. Provide resources in the classroom to help students identify, respond to, and avoid cyberbullying. This could be tips on how to respond to cyberbullying (for elementary school or middle and high school) or the phone number for the Crisis Text Line.

Embrace teachable "dig cit" moments. Step up when you encounter a teachable moment related to cyberbullying or respectful online communication. Encourage students to pay attention to "red flag moments"-when something happens on digital media that makes them feel uncomfortable, worried, sad, or anxious. Explain to students the three ways they can and should respond if they witness cyberbullying: support the target of the bullying (be an ally); try to stop the cyberbullying (be an upstander); and/or tell a trusted adult (report it). It may not be part of your lesson plan, and it may set you off track for a bit, but every time you reinforce anti-cyberbullying messages, you're doing the critical work of cyberbullying prevention. And as hard as it may be to admit, ignoring these teachable moments also sends a message your students will remember.

Incorporate lessons on cyberbullying into your existing curriculum. Find connections to the content you're already teaching and make time to address cyberbullying directly. From setting norms of online communication to using historical examples of propaganda and hate speech to discussing a bullying situation in a novel you're reading, the possible connections to cyberbullying can be made with a little planning. And since it's possible someone in class is dealing with cyberbullying, it's helpful to stay attuned and sensitive to students.

Advocate for a school- or district-wide digital citizenship program. The most effective cyberbullying prevention strategy has to involve the whole community. A fully integrated digital citizenship program gives teachers the time and resources to tackle these topics head-on, provides kids with consistent and frequent opportunities to build their skills, and supports families as they reinforce the messages at home.

What lesson plans and classroom resources are available to address cyberbullying?

The Common Sense K-12 Digital Citizenship Curriculum teaches students about the effects of cyberbullying on both themselves and their larger communities. They are encouraged to take the active role of upstander and build positive, supportive online communities, and they can learn how to cultivate empathy, compassion, and courage to combat negative interactions online.

Grades K-5:

Grades 6-8:

Grades 9-12:

How can teachers work with families to identify and prevent cyberbullying?

The first step is to communicate with your students' families about your expectations in the classroom and explain the skills you're helping students learn related to positive, responsible media use. When parents are informed and on board, they're more likely to reinforce the messages at home.

Since families often look to schools for guidance on dealing with cyberbullying, you can offer them the latest advice and resources on the topic. Spark a conversation by sending home these printable Family Tips or handing them out at meetings with parents and caregivers. You can also share resources in a classroom newsletter, on your class website or social feed, or at your next parent event.

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Teachers' Essential Guide to Cyberbullying Prevention | Common Sense Education

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What is cyberbullying? How common is it? And what can teachers do about it? Get advice and resources to support your students.

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8 Must Have Digital Citizen Apps, Tools, and Resources

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8 Must Have Digital Citizen Apps, Tools, and Resources

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This blog puts together a list of credible resources for teachers who are interested in making digital citizenship a foundational piece of their content. There are tools available for elementary and secondary teachers on safety and "netiquette" for students.

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8 Must Have Digital Citizenship Apps, Tools, and Resources

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Teachers should not only be digital citizens themselves, but they must also teach their students how to be mindful digital citizens. As technology takes a prominent role in education, it is up to educators to make sure students know how to research, interact, and collaborate online safely and appropriately.

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K-12 Family Tips: Help Kids Fight Cyberbullying and Other Mean Online Behavior

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K-12 Family Tips: Help Kids Fight Cyberbullying and Other Mean Online Behavior

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This guide helps parents navigate what to do when their child is exposed to mean online behavior. Parents and educators must be partners in digital citizenship when it comes to helping our children navigate the online world and act respectfully and responsibly. This step-by-step guide gives tips on how to encourage responsible use of technology which can translate to the school environment.

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Most kids will encounter mean behavior at some point in their digital lives. For some kids, this experience is a blip that's easily forgotten, while for others it can have deep, long-lasting effects. For parents, the key is staying involved in kids' lives -- both online and off -- so they can step in and offer help if necessary. With guidance from parents and educators, kids can learn how to dodge the drama and stand up for others.

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K-12 Family Tips: Cyberbullying, Digital Drama, & Hate Speech | Common Sense Education

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Most kids will encounter mean behavior at some point in their digital lives. For some kids, this experience is a blip that's easily forgotten, while for others it can have deep, long-lasting effects. For parents, the key is staying involved in kids' lives -- both online and off -- so they can step in and offer help if necessary.