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Richard Adams, education editor

One in five teachers have received abuse aimed at them on social media and online forums from parents and pupils - some as young as seven - a survey by the NASUWT union has found.

One teacher about to go on maternity leave was told online by a parent: "My son will fail now because of you."Another discovered a Facebook page set up by a pupil claiming the teacher wanted to kill him. One pupil told a teacher via Twitter: "You are a paedo and your daughter is a whore."

About 7,500 teachers responded to a survey on the use of technology conducted by the NASUWT, which is holding its annual conference in Birmingham.

A majority of teachers who received online abuse did not report it to their employers or police, in many cases because they did not think it would be taken seriously.

Of teachers who did report abuse to school management, 40% said no action was taken against pupils and 55% said no action was taken against parents. Where abuse was reported to the police, more than three-quarters said no action was taken against pupils or parents.

Facebook was the most commonly cited forum for online abuse, followed by the Rate My Teacher website and Twitter. A small percentage reported receiving abuse through YouTube, Snapchat and Instagram.

Of the respondents, 26% said photos or videos of themselves had been posted online without their consent. "We constantly have to trawl through YouTube, Facebook and Twitter for posts and videos," one teacher said.

Teachers reported having fake Facebook profiles set up with sexual comments, while one said a Facebook post in their name stated: "I will rape every Year 8 pupil who comes to the school."

Chris Keates, general secretary of the NASUWT, said comprehensive guidance on schools and internet safety had been done away with by the current government on the grounds it was bureaucratic.

"Teachers are often traumatised by the attacks made on them through social media," Keates said."Schools need policies which prevent abuse and identify sanctions which will be taken against parents and pupils who abuse staff in this way.

"Schools should also be supporting staff in securing the removal of the offensive material from social media sites and encouraging the staff concerned to go to the police."
Topics

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One in five teachers abused online by parents and pupils, survey says

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Richard Adams, education editor One in five teachers have received abuse aimed at them on social media and online forums from parents and pupils - some as young as seven - a survey by the NASUWT union has found.

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VIDEOS

The Better Internet for Kids (BIK) video gallery aims to bring you the best awareness-raising videos from the European network of Safer Internet Centres and other partners from research and industry.

Browse the videos below, or refine by language using the selector.

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The Better Internet for Kids (BIK) video gallery aims to bring you the best awareness-raising videos from the European network of Safer Internet Centres and other partners from research and industry. Browse the videos below, or refine by language using the selector.

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IL CELLULARE nasce quasi con loro. Un bambino su cinque in Italia prende contatto con lui nel primo anno di vita. Fra 3 e 5 anni di età, l'80% delle piccole mani è ormai in grado di usare il telefonino di mamma e papà. Insieme al tablet, lo smartphone ha surclassato la "vecchia tv". Il primo sondaggio condotto nel nostro paese sulla diffusione delle tecnologie digitali fra i bambini al di sotto dei 5 anni arriva oggi dal Centro per la Salute del Bambino Onlus di Trieste in collaborazione con l' Associazione Culturale Pediatri. Quasi 1.500 questionari sono stati compilati da altrettante famiglie, in parte online in parte negli studi del pediatra.

Lo studio. Nel primo gruppo, quello che ha risposto online, la presenza dello smartphone in famiglia è arrivata a un rotondo 100% (la televisione è al 95%) e il tablet al 68%. Nel secondo anno di vita, il 60% dei genitori lascia usare il cellulare o lo smartphone ai figli e nella fascia fra i 2 e i 5 anni questa percentuale sale gradualmente fino a sfiorare l'80%.

Le tecnologie digitali, in realtà, non sono totalmente demonizzate dai pediatri (ma mai prima dei due anni di età, raccomandano gli autori della ricerca). A ottobre l'American Academy of Pediatrics aveva suggerito che guardare filmati di natura in rete, usare Skype con i nonni, ascoltare musica o cercare ricette per prepararle insieme poteva anzi essere positivo per i bambini. Purché il web non interferisse con sonno, pasti e compiti di scuola.

Con i genitori. Anche il Centro per la Salute del Bambino è su questa linea: "Quando la televisione, lo smartphone e il tablet vengono usati in modo appropriato e condiviso con i genitori sono utili per il divertimento, lo svago e lo sviluppo di alcune competenze". Ma, soprattutto prima dei due anni, "le interazioni dei più piccoli con mamma e papà e il mondo che li circonda sono fondamentali per lo sviluppo".

Giorgio Tamburlini, pediatra e presidente del Centro per la Salute del Bambino, ricorda però un effetto subdolo degli schermi. "Si tratta di studi su bambini più grandi, di 8-9 anni. Ma si osserva chiaramente che solo la carta permette quella sorta di "lettura profonda" in cui il cervello, leggendo, stabilisce connessioni con altre esperienze precedenti e attiva funzioni molto più complesse rispetto alla semplice scansione di un testo sul video. E questa è un'osservazione che non vale solo per i bambini. Chiunque può farla quotidianamente su se stesso".

Gli adolescenti. Fra gli adolescenti, ha dimostrato uno studio del 2015 del network europeo coordinato dalla Cattolica di Milano " Net Children Go Mobile" oltre il 50% tiene il telefono acceso giorno e notte. Già a 9-10 anni il 26% ha un proprio computer portatile, l'11% uno smartphone e il 4% un tablet personale. Quel che il rapporto della Cattolica aveva osservato fra i grandi, ha evidentemente basi solide anche nei piccoli. E buona parte dei genitori usa le tecnologie digitali per fare quello che tutti i pediatri sconsigliano: tenere buono un bambino che fa le bizze. Ricorrere a uno schermo per calmare un capriccio, infatti, non fa altro che incentivare comportamenti simili in futuro. Eppure il 30% dei genitori ricorre a questo espediente nel primo anno di età, per arrivare a oltre il 70% dopo "i terribili due". La percentuale resta costante (segno che il comportamento si è ormai consolidato) nella fascia fra 3 e 5 anni. "I nuovi media - si legge ancora nel rapporto - rendono i bambini capaci di multitasking, ma riducono la loro capacità di attenzione, aumentando le difficoltà di concentrazione e comprensione".
Con mamma e papà. Una buona notizia è che due genitori su tre, in media, usano gli apparecchi elettronici insieme ai figli. E che l'abitudine agli schermi non esclude del tutto la lettura: apre un libro con i figli almeno 4 volte alla settimana il 58% delle famiglie che hanno partecipato al sondaggio attraverso i pediatri e il 77% di quelle che hanno completato il questionario online. Merito anche del programma " Nati per Leggere", che cerca di promuovere la lettura (tramite la voce di mamma e papà) fin dai primi mesi di vita e fu fondato nel 1999 proprio dal Centro per la Salute del Bambino e dall'Associazione Culturale Pediatri, insieme all'Associazione Italiana Biblioteche.

Si rischia l'isolamento. "Gli apparecchi digitali - prosegue Tamburlini - sono magnetici per i bambini. Escludono tutte le altre esperienze e il rischio è che ci rendano più autistici e isolati. Ma se questo può essere accettabile, entro certi limiti, per gli adulti, diventa un problema per i bambini. Loro hanno bisogno di relazioni, di interazioni, di tempo di qualità trascorso con i genitori. Più che ricorrere a divieti e proibizioni, la via più efficace è quella di farli appassionare ad altre cose. Proporgli un gioco, una lettura, una storia da raccontare o una corsa all'aria aperta".

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IL CELLULARE nasce quasi con loro. Un bambino su cinque in Italia prende contatto con lui nel primo anno di vita. Fra 3 e 5 anni di età, l'80% delle piccole mani è ormai in grado di usare il telefonino di mamma e papà. Insieme al tablet, lo smartphone ha surclassato la "vecchia tv".

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As a young person, you are the main target of Safer Internet Day, but that does not mean you are a passive recipient of the collective effort towards the promotion of a better internet that takes place every February. In fact, there are a wealth of opportunities for young people to make their voices heard on matters relating to their safety and wellbeing in the online world, from contacting your national Safer Internet Centre or Safer Internet Day Committee and getting involved in their youth participation schemes, to becoming an advocate of Safer Internet Day on social media by sharing your experience of the digital environment and your aspirations for a better internet - take a look at our social media plans for inspiration. You can also be the change you want to see in the (online) world by being kind and respectful to others online, by protecting your online reputation and that of others, and by seeking out positive opportunities to create, engage and share online.

Parents and carers, you play a crucial role in empowering and supporting children and young people to use digital technologies responsibly, respectfully, critically and creatively. Indeed, parental influence, guidance and education have a significant and long-lasting impact on children's safety and wellbeing in the online world. Therefore, there are plenty of ways for you to participate in Safer Internet Day, whether it is by ensuring an open dialogue with your children, educating them to use digital technologies safely and positively, or acting as digital role models. To help you achieve that, you may want to have a look at the SID resource gallery, where you'll find a range of resources to use with your children, from information sheets on various online opportunities and risks to conversation starters and even games, which are available in a variety of languages and for a variety of age groups. If you would like to find out more about specific actions and resources in your country, you can get in touch with your local Safer Internet Centre or Safer Internet Day Committee.

As a teacher or educator, there are various ways in which you can get involved in Safer Internet Day. Firstly, the most important way is to raise awareness - talk to your colleagues to plan whole-school actions, and provide a real focus with a day, week or even a month of safer and better internet activities. If you're looking for resources to support you in this, check out the SID resource gallery. Here, you'll find a range of resources from assembly and lesson plans, to printable games to use in the classroom, in a variety of languages and for a variety of age groups. You may also wish to make contact with your local Safer Internet Centre or Safer Internet Day Committee to find out about specific actions in your country. They may also be able to assist with more targeted resources. If your school has a social media account, you can support SID by tweeting and posting about your actions, and sharing our posts too. You can find suggested posts, visuals and covers in our social media plans.

As a representative of an organisation and industry, you are in a direct position to design, shape and adapt the platforms, services and content children and young people interact with on a daily basis. In doing so, you have the power to make a safer and better internet a concrete reality. You may get involved in Safer Internet Day by creating and promoting positive content and safe services online - to support you in doing so, we have designed a best practice guide on positive online content for children which you may find useful. You may also participate in Safer Internet Day by empowering your youngest users to respond to any issues by providing clear safety advice, a range of easy-to-use safety tools, and quick access to support if things do go wrong. Finally, we also encourage you to express your support for Safer Internet Day by posting about your actions on social media and by sharing our posts. You can find suggested posts, visuals and covers in our social media plans which will be published in the autumn of each year as we countdown to the day.

Policy makers and politicians can promote a safer and better internet by putting in place the conditions for the emergence of a culture in which all stakeholders are encouraged and empowered to make the choices that will guarantee that children and young people have the best possible online experiences. As a representative from policy, you may support Safer Internet Day by (re)affirming the need to provide opportunities in the national or local curriculum for children and young people to learn about online safety, digital and media literacy, by ensuring that parents and carers have access to appropriate information and sources of support, and that industry is encouraged to self-regulate its content and services. To make a long-lasting change to the digital environment, you also need to take the lead in governance and legislation in order to ultimately ensure the safety and wellbeing of children and young people through effective child protection strategies for the digital world.

Every February, Safer Internet Day is an opportunity for millions of people around the world to raise awareness of children and young people's online safety and wellbeing. For this reason, media outlets can truly help multiply the global reach of Safer Internet Day by using this occasion as an opportunity to explore the importance of online safety and digital literacy for children and young people in your media production. To support you in doing so, for each campaign we develop a range of promotional materials - to begin with, take a look at the Safer Internet Day key messages. As the day approaches, we'll provide an infographic and other media assets, and publish a number of news articles about Safer Internet Day celebrations and activities around the world. If you would like to become an advocate of Safer Internet Day, have a look at our social media plans, which are full of inspiration for posts and visuals to lend your support to the day.

Tuesday, 7 February, marked the 20th edition of the global Safer Internet Day under the motto "Together for a better internet". More and more schools, parents and young people contact Child Focus' helpline for questions about online safety or call specialised centres to guide them in their media use. Professionals and parents need tips and tools to assist children and young people in their digital exploration.

Safer Internet Day (SID) has become a global landmark event in the online safety calendar with 2023 being its 20th year. Safer Internet Day is an EU wide initiative to promote a safer internet for all users, especially young people.

iSIGURT.al, the national platform for a safe internet in Albania, which also functions as the national line for children's internet safety, is a national service established by CRCA/ECPAT Albania in 2015. It has as its main mission the reporting and removal of harmful materials on the internet, social networks and online media that contain sexual violence against children and adolescents, bullying and extreme violence against children and young people, as well as the language of hate crimes.

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Home - Safer Internet Day - BIK Community

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Safer Internet Day (SID) is organised by Insafe in February of each year to promote safer and more responsible use of online technology and mobile phones, especially among children and young people in Europe and across the world.

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Office of the Children's eSafety Commissioner

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Sam and Alex had been friends for years, and things became intimate between them after a party one night.

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Teaching and learning about how to access, analyse, evaluate and create media messages – both offline and online

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interesting book

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team savv-i the 10 secrets of cyberspace

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Team Savv-i The 10 Secrets of Cyberspace

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Team Savv-i is asked to develop a course to promote safe, savvy, and decent use of the Internet. They opt for a hands-on approach by setting up a sister relationship with a remote school in Fiji. They never expected to be thrown in jail or lose their very selves.

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Team Savv-i The 10 Secrets of Cyberspace
More about this product

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possible project

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This video provides a brief overview of the unique 3-tired DigCit eLearning program that fosters informed discussions via forums between advanced Primary and Middle School students, their parents and teachers.

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Who owns your data? (Hint: It's not you)

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“On Facebook we’re not the customers. We are the product.”Douglass Rushkoff, 2011

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“On Facebook we’re not the customers. We are the product.”Douglass Rushkoff, 2011

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Helping Students Identify Fake News with the Five C's of Critical Consuming

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Digital media do not offer a transparent window on the world, but rather a mediated version. They don’t just present reality, they re-present it.

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1. Consider the various dimensions of media literacy

2. Understand why media literacy and its different dimensions are important for children and young people

3. Understand how media literacy links to some topical issues such as fake news, data privacy, and copyright.

4. Develop ideas how to develop media literacy with your students.

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Power of Image - a report into the influence of images and videos in young people's digital lives

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UNICEF | Children's Rights & Emergency Relief Organization

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What happens in the online world is a reflection of society at large. Violence, exploitation and abuse children might face in their homes, schools and communities are mirrored by violence they may face online.

Online abuse of children takes many forms. Perpetrators may produce, distribute and consume child sexual abuse material; victimize children through live streaming their sexual abuse; and groom children online for sexual exploitation.

Child sex offenders are fast to adapt the latest technology to perpetrate crimes against children. Building a better Internet means being aware of this abuse, and supporting users who might be at risk.

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perils and possibilities: growing up online

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What happens in the online world is a reflection of society at large. Violence, exploitation and abuse children might face in their homes, schools and communities are mirrored by violence they may face online. Online abuse of children takes many forms. Perpetrators may produce, distribute and consume child sexual abuse material; victimize children through live streaming their sexual abuse; and groom children online for sexual exploitation.

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The Digital Agenda presented by the European Commission forms one of the seven pillars of the Europe 2020 Strategy which sets objectives for the growth of the European Union (EU) by 2020. The Digital Agenda proposes to better exploit the potential of Information and Communication Technologies (ICTs) in order to foster innovation, economic growth and progress. ( Achieving the digital single market, Enhancing interoperability and standards, Strengthening online trust and security, Promoting fast and ultra fast Internet access for all, Investing in research and innovation, Promoting digital literacy, skills and inclusion, ICT-enabled benefits for EU society)

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KEY COMPETENCES FOR LIFELONG LEARNING                        A EUROPEAN REFERENCE FRAMEWORK 2006

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KEY COMPETENCES FOR LIFELONG LEARNING                        A EUROPEAN REFERENCE FRAMEWORK 2006

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4.   Digital competence

Definition:

Digital competence involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication. It is underpinned by basic skills in ICT: the use of computers to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in collaborative networks via the Internet.

Essential knowledge, skills and attitudes related to this competence:

Digital competence requires a sound understanding and knowledge of the nature, role and opportunities of IST in everyday contexts: in personal and social life as well as at work. This includes main computer applications such as word processing, spreadsheets, databases, information storage and management, and an understanding of the opportunities and potential risks of the Internet and communication via electronic media (e-mail, network tools) for work, leisure, information sharing and collaborative networking, learning and research. Individuals should also understand how IST can support creativity and innovation, and be aware of issues around the validity and reliability of information available and of the legal and ethical principles involved in the interactive use of IST.

Skills needed include the ability to search, collect and process information and use it in a critical and systematic way, assessing relevance and distinguishing the real from the virtual while recognising the links. Individuals should have skills to use tools to produce, present and understand complex information and the ability to access, search and use internet-based services. Individuals should also be able use IST to support critical thinking, creativity, and innovation.

Use of IST requires a critical and reflective attitude towards available information and a responsible use of the interactive media. An interest in engaging in communities and networks for cultural, social and/or professional purposes also supports this competence.

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Ideally, online safety should be:

Embedded within the curriculum in all subjects where relevant (not just ICT or computing). Many schools will cover online safety as part of the PSHE (personal, social, health education) curriculum.

Based around teaching children and young people to be media literate.

Evaluated within schools to demonstrate impact. Many pupils are excellent at reciting the rules for staying safe when they are online, but whether this translates into them actually changing or modifying their behaviours when they are online is more difficult to determine.

A statutory part of the curriculum so that no children and young people are left vulnerable.

Part of an inspection regime so that schools are held to account.

Delivered in partnership with parents and pupils. Pupils can be excellent peer educators, particularly for younger users in their school.

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BECTA (British Education Communications and Technology Agency- closed in 2011) PIES Model

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BECTA (British Education Communications and Technology Agency- closed in 2011) PIES Model

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PIES:

Policy & Practice.

Infrastructure

Education & Training

Standards and Inspection
The Becta's PIES model is an effective framework for approaching safeguarding strategy across a range of learning provision.

It offers a simple way of mitigating against risks through a combination of effective policies and practice, a robust and secure technology infrastructure, and education and training for learners and employees alike, underpinned by standards and inspection.

The model helps organisations develop a safeguarding strategy, to ensure that they are:

providing a safe environment for all learners and employees

equipping learners and employees with the skills needed to mitigate against risks, understand dangers and respond appropriately to incidents

adhering to legal responsibilities and protecting their reputation as a provider

ensuring that technologies are used responsibly in order to support innovative and effective learning and teaching.

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Learning to survive in a world dominated by the internet should be as important for children as reading and writing, says a House of Lords report.

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Learning to survive in a world dominated by the internet should be as important for children as reading and writing, says a House of Lords report.

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Learning to survive in a world dominated by the internet should be as important for children as reading and writing, says a House of Lords report.

Lessons about online responsibilities, risks and acceptable behaviour should be mandatory in all UK schools, the Lords Communications Committee argues.

The internet is "hugely beneficial" but children need awareness of its hazards, said committee chairman Lord Best.

Industry leaders said education was key to keeping children safe online.

The Lords report builds on findings by the Children's Commissioner for England in January that the internet is not designed for children, despite them being the biggest users by age group.

"Children inhabit a world in which every aspect of their lives is mediated through technology: from health to education, from socialising to entertainment.

"Yet the recognition that children have different needs to those of adults has not yet been fully accepted in the online world," say the Lords.

Fake news

Lord Best added: "There is a lot of material which makes the internet harmful but it can also be hugely beneficial - a way for children to interact and find out about the world."

However, they need to cope with online pornography, internet grooming, sexting and body image issues, he said, as well as building resilience to the addictive properties of internet games which are "designed and developed to keep users online, missing out on sleep as they stay in their bedrooms glued to the screen".

Children also need to be aware of the dangers of fake news and covert advertising online, he added.

The report argues that "digital literacy should be the fourth pillar of a child's education alongside reading, writing and mathematics and be resourced and taught accordingly".

It should form the core of a new curriculum for personal social health and economic education, it adds.

It backs the government's move to make sex and relationships education statutory in England but says PSHE should also be mandatory in all schools, with the subject included in inspections.

The report notes "a worrying rise in unhappy and anxious children emerging alongside the upward trend of childhood internet use" and calls for more robust research into a "possible causal relationship" alongside immediate action to prevent children being affected.

Overall, the report says the internet should "do more to promote children's best interests" but found self-regulation by industry was "failing" and that commercial interests "very often" took priority.

Meanwhile, it adds, government responsibility is "fragmented" with little co-ordinated policy and joined-up action.

Other recommendations include:

Content control filters and privacy settings to be "on" by default for all customers

All online businesses to respond quickly to requests by children to remove content

A children's digital champion to be appointed to argue for their rights at the highest levels of government

An industry summit, chaired by the prime minister, on redesigning the internet to serve children better

"This issue is of such critical importance for our children that the government, civil society and all those in the internet value chain must work together to improve the opportunities and support where the end user is a child," the Lords conclude.

Jonathan Baggaley, chief executive of the PSHE Association, called the report "spot on" in its recognition that making the subject statutory would give it space on the timetable to teach "the knowledge and skills to manage the challenges of life online".

But the Internet Services Providers' Association rejected calls for stronger regulation, while backing the report's call for better education.

James Blessing, who chairs the ISPA, said the UK was regarded as a world leader in keeping children safe online "through a self-regulatory approach".

"We believe the most effective response is a joint approach based on education, raising awareness and technical tools," he said.

A government spokesman said ministers wanted to make the UK the safest place in the world for young people to go online and would "carefully consider the recommendations included in the Lords Communications Committee Report".

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Learning to survive in a world dominated by the internet should be as important for children as reading and writing, says a House of Lords report. Lessons about online responsibilities, risks and acceptable behaviour should be mandatory in all UK schools, the Lords Communications Committee argues.

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65% of respondents said that they had been a victim of at least one online risk (unwanted contact 43%, treated mean 22%, online harassment (17%).

58% of 13-17 year olds had met the perpetrator of the online risk face to face.

People found that the internet overall was a “civil” place but there were “strong concerns over safety, both today and in the future”.

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Module 1: An Introduction to Online Safety

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Module 1: An Introduction to Online Safety

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What are the main risks faced by children and young people when they go online?

How can schools support pupils and their parents?

What do teachers need to take into consideration with regard to managing their own online reputation?

Is there a statutory requirement to teach/deliver online safety in schools?

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I teach English as a foreign language in a secondary school in Finale Emilia, in the north of Italy. My students are 14-19 years old.

I'm an active eTwinner and a life-long learner. I really like my job and I am a technology freak.