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I'm a teacher in Rada Miljkovic Primary School, in Jagodina, Serbia. I like children, music, dance, art. My pupils are first graders(7-8 year olds). Since I participate in many eTwinning projects, I would like to learn more about safer internet, and  then to share my knowledge and experience with my pupils and colleagues.
Let the online safety course begin! Looking forward to it!

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There are about 1000 pupils in school.
Pupils are divided into 45 classes from the 1st to the 8th grade.
The school has 27 specialised classrooms, two sports halls and outdoor sports grounds.

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RADA MILJKOVIC PRIMARY SCHOOL JAGODINA

Jagodina in Serbia

Jagodina

Rada Miljkovic Primary School

Address : Kneza Lazara, bbPhone number : 035/243-516 ; Fax : 035/244-452Website : www.radamiljkovic.nasaskola.rsEmail address : radamiljkovicjagodina@gmail.com ; rmiljkovic@ptt.rs

NAME

Rada Miljkovic Primary School is located in Jagodina in Serbia. It is named after the teacher Rada Miljkovic who took part in the National Liberation War in WWII and who was proclaimed a Yugoslavian heroine.

HISTORY

In 1960, "The First Primary School" in Jagodina was named "Rada Miljkovic".The first building - the base school unit is situated in the Kneza Lazara bb street.

In 1986, the school extended its property by adding a satellite unit in the town area Strelište.

Rada Miljkovic Primary School also consists of a satellite sub-school opened in 1927 in Voljavče village.Another satellite unit built in 1938 in Bukovče village pertains to the school, too.

LOCATION

The base unit is situated at a distance of 1 km to the north from the town centre.*By following one of these main streets to the south, at about 1 km, you reach "Mala skola" ("Small school") in the Streliste district.*Following the main street which leads to Belgrade , at 4 km to the north of the town, you reach the school in village Bukovce.*The school in village Voljavce is located about 3 km northwest of the town.

INFRASTRUCTURE AND FACILITIES

*There are about 1000 pupils in school.Pupils are divided into 45 classes from the 1st to the 8th grade.*Teaching is organised in two shifts in every unit of the school except in Bukovce.* The Expert Assistants Staff consists of a psychologist, a pedagogist and a librarian.*The Executive Staff of the school is made of a head teacher, a substitute head teacher and of and a legal secretary.*13 cleaning ladies take care of hygiene in school.

Aleksandar Dordjević - a celebrated basketball player and our basketball team selector, UNICEF - A FRIEND OF OUR SCHOOLAleksandar visited us during the FAIR - PLAY tournament "School Without Violence".

He is the idol of all our schoolmates and employees.

Meeting with the UNICEF ambassador, Ana Ivanović

Our Peer Team "School Without Violence" exchanges its experiences in constructive conflict solving and in cultivating the highest values ​​with other Peer Teams and Ana Ivanović

The school has 27 specialised classrooms, two sports halls and outdoor sports grounds.

PHOTO GALLERY

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Rada Miljkovic Primary School Jagodina by Sanja on Genially

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RADA MILJKOVIC PRIMARY SCHOOL JAGODINA Jagodina in Serbia Jagodina Rada Miljkovic Primary School Address : Kneza Lazara, bbPhone number : 035/243-516 ; Fax : 035/244-452Website : www.radamiljkovic.nasaskola.rsEmail address : radamiljkovicjagodina@gmail.com ; rmiljkovic@ptt.rs NAME Rada Miljkovic Primary School is located in Jagodina in Serbia.

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The module's learning objectives are:

To understand the main risks faced by children and young people when they go online

To discover how schools can support pupils and their parents and staff

To understand what teachers need to take into consideration with regard to managing their own online reputation

To discover whether there are any statutory requirements with regard to the teaching of online safety in schools

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1.1 The challenges faced by young people when they are online

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1.1 The challenges faced by young people when they are online

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For more information on the challenges faced by young people when they are online, look at the following references:

Insafe helpline statistics

Net Children Go Mobile research

The full report Power of Image: a report into the influence of images and videos in young people’s digital lives

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What are the biggest challenges facing children and young people in your school when they go online?

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The Insafe network of Safer Internet Centres (SICs) provides a huge amount of information for teachers which can help them to become more confident in supporting pupils. From guides on addressing issues such as cyberbullying and sexting, to safety and privacy information for the most popular social media services being used by young people, the Better Internet for Kids (BIK) portal provides access to hundreds of SIC resources in different languages.

Meanwhile, adults also need to be aware of their own behaviour online and particularly their online reputation.

Teachers are entitled to a private life, but the extent of that privacy can often be determined by how much content is shared on social media.

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What are the greatest challenges facing you and your colleagues online?

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For teachers, there is an endless variety of different types of educational and awareness-raising resources available online.
These will help you to address online safety issues in your classroom or school. For example, if you go to the resources section of the Better Internet for Kids (BIK) portal, you will find both resources and videos on many different topics across all EU languages.

Some examples include:

Crossing the Line – a practical online safety toolkit from the UK Safer Internet Centre with films and lesson plans to explore online issues with pupils aged 11-14. The purpose of this toolkit is to help educators generate discussion among young people about their online experiences. It covers topics such as cyberbullying, sexting, peer pressure and self-esteem.

Handbook on the internet and early sexualisation – this guide and lesson plan from the Bulgarian Safer Internet Centre provides information about a number of different online issues, recommendations on how to discuss them with young people, and a sample lesson plan.

Guide for Cyberbullying – a brochure from the Greek Safer Internet Centre providing tips and advice on how to avoid cyberbullying and what to do if it happens.

Protecting privacy in social networks – a leaflet for teens from the Slovenian Safer Internet Centre about how to protect privacy on social networks.

It isn’t funny, it hurts – this is a video resource from the Latvian Safer Internet Centre which helps young people to understand the challenges of life online and the impact that negative comments can have.

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1.4	A whole-school approach to online safety

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1.4	A whole-school approach to online safety

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European Schoolnet has developed an eSafety Label which teachers and other professionals can use to assess how they are addressing online safety issues within their school. The eSafety Label is a European-wide accreditation and support service for schools which enables schools to review their own eSafety practices against internationally agreed standards. When they put forward evidence of their practice, they can be accredited as an e-Safety certified school. You can find more information about the Label here.

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1.5. Campaign for a safer and better internet!

Maintaining an open dialogue between pupil and teacher – and child and parent – is one of the most effective ways of helping children and young people to stay safe online.

One way to facilitate whole-school interaction is to take part in Safer Internet Day (SID), involving staff, pupils, parents and carers, and even the wider community in your actions.

Every year for the last 15, Safer Internet Day (SID) has been celebrated in February, all across the globe.

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Safer Internet Day 2016 | Play your part for a better internet

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Each February, people from a across the globe come together to celebrate Safer Internet Day. This year's theme is 'Play your part for a better internet' - so find out out what activities are planned in your country this Safer Internet Day, Tuesday 9 February! http://www.saferinternetday.org

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Campaign for a safer and better internet!

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Campaign for a safer and better internet!

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The Peer Team within the project "School without violence"(higher grades) deals with the activities concerning Online Violence Prevention.  School without Violence Team deals with the  parent education aiming to prevent online violence.
In our school, there are interactive workshops with parents and higher grade pupils. Lower grade teachers are passive viewers.
Pupils who belong to School Peer Team educate lower grade pupils.
In the workshops, we make posters, play games and do quizzes.

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The Peer Team within the project "School without violence"(higher grades) deals with the activities concerning Online Violence Prevention.  School without Violence Team deals with the  parent education aiming to prevent online violence.
In our school, there are interactive workshops with parents and higher grade pupils. Lower grade teachers are passive viewers.
Pupils who belong to School Peer Team educate lower grade pupils.
In the workshops, we make posters, play games and do quizzes.

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1. To consider the various dimensions of media literacy.

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

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

4. To come up with ideas on how to develop media literacy with your students.

https://www.youtube.com/watch?v=DIVaYqUirL8

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Children and young people today are using the immense power of digital media to explore, connect, create, and learn in ways never before imagined. Safety and security concerns underscore the need for children and young people to learn -- and for teachers to teach -- digital literacy and citizenship skills and for schools to support their pupils to act responsibly and to use the internet in a better way.

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An animated basic introduction to the concept of "media literacy". Media literacy curricula encourages students to ask questions about what they watch, hear, and read. Treating “media” as any sort of text that can be read, trained students will be able to detect bias and propaganda, and determine the reasons for these.

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I work with students from 7 to 11 years of age. At the moment, with students of 7 years, we are talking about how important it is to take care of their personal data and their publication in the public media. With students of 11 years of age, we discuss and watch materials about safe behavior on the

Internet. We discuss all of this with parents who are involved in children's online activities all time.

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- Be friendly, welcoming and patient
- Be constructive
- Be considerate
- Be respectful
- Be careful with your choice of words
- When we disagree, try to understand why
Image: http://home.apache.org/~wohali/

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I shared my learning diary in facebook's group.

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Fake news has recently drawn a lot of attention in the media. It naturally links to the key concept of representation, which has always been at the very core of media literacy teaching. ​

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

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Last year, the news  about the disastrous road conditions in Serbia was published on the Internet . The news was  illustrated by a photo from a part of the main road. I would  show a photo  to students and ask them  what they think about it –was it the truth or a  lie?

After few minutes I would  give them CRAP  and CARS Checklist  which would help  them  to reach  a  solution.

http://www.prelistavanje.rs/vest/prikazi/mihajlovic-lazna-slika-rupe-na-putu-ljigpreljina/2439928

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In a digital age – and perhaps more so than ever before – business interests underlie our online media consumption patterns, which are largely taking place on platforms manufactured by large global corporations.

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

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Which part of the terms do you find most problematic /challenging?

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Which part of the terms do you find most problematic /challenging?

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Survey

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In the video below, Henry Jenkins gives an inspiring view on the importance of including the more creative work on new media literacies – as part of broader participatory culture – in formal education, as well. In turn, this may lead to broader civic engagement among young people.

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Media Scholar Henry Jenkins on Participatory Culture and Civic Engagement

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Henry Jenkins is the Provost's Professor of Communication, Journalism, and Cinematic Arts at the University of Southern California. He arrived at USC in Fall 2009 after spending the past decade as the Director of the MIT Comparative Media Studies Program and the Peter de Florez Professor of Humanities.

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Padlet - Towards a participatory culture?

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Padlet - Towards a participatory culture?

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I agree with Henri's idea that Participatory Culture is very important and gives the opportunity to create a new world - a better environment for a young person. Accessibility to all information and experiences of other ensures a young man to create and seek the best opportunities for himself. Then he becomes socially active and advocates his own ideas and changes for the better. He will accumulate the benefits of others and improve his own skills, knowledge and opportunities. Our obligation at school is to support pupils to be active, but also to instruct them to be safe and wise on the Internet.

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Digital violence - Prevention and reaction, Serbian Ministry of education and UNICEF within the Programme School without violence

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1.To hear from anti-bullying ambassadors and online safety experts
2.To learn more about the European Network Against Bullying in Learning and Leisure Environments (ENABLE)
3.To understand how to develop social and emotional learning skills
4.To discover how to set up an effective peer-support scheme
5.To discuss your own role with others
6.To think about your own well-being and that of others online

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Have you already encountered an issue related to cyberbullying at your school? If so, what kind of issue was it? And how did you approach it? Be sure to share your experience with us in the forum or on social media.

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In my school, most of the violence is present on Facebook. Unfortunately, there is a case of mutual insulting and degrading, in which, later, parents are involved as well - although they are informed that they shouldn’t do this in this way. All parents have been informed that, as far as this type of conflict is conserned, they have to address themselves to the school's expert service.

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3.2 How does the internet change bullying?

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3.2 How does the internet change bullying?

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What is special about cyberbullying? Cyberbullying differs from offline bullying in some important aspects:

Intervention into private life around the clock: Cyberbullying does not end after school or work. Because cyberbullies can access the internet around the clock (24/7), the threat continues remotely, when victims are at home or away from the school environment.

The audience is immeasurably large and content is spreading extremely fast: Posts which are sent electronically are difficult to control - as soon as they are online. Therefore, the reach of cyberbullying is greater than that of offline bullying. For example, content which may have been forgotten for a long time can often be retrieved or discovered at a later date, and therefore make it more difficult for victims to get over it.

Bullies can act anonymously: Not knowing who the perpetrators are can be scary and unsettle victims, because they do not know who exactly is bothering them. As perpetrators can potentially hide their identity, this can often give them a false sense of security (they think they will never be caught) and sometimes lead to them being more and more unpleasant to their victim.

Victimisation is not directly perceived: The responses of the victim to a hurtful statement, a disrespectful image, etc., are usually not visible to the offender online. In this way, perpetrators are often not fully aware of the extent of their actions and can often lack empathy.

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Moreover, as you can see in the chart below, Unsafe helpline data shows that cyberbullying is the main reason why people are reaching out for support.

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Moreover, as you can see in the chart below, Unsafe helpline data shows that cyberbullying is the main reason why people are reaching out for support.

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How do you address issues related to cyberbullying at your school?

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How do you address issues related to cyberbullying at your school?

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1. We have developed a whole-school anti-bullying policy, which everyone is aware of.

2. We have a designated staff member responsible for overseeing all bullying issues, but are still developing our policy in this area.

3. We have just started to develop our policy in this area, and are engaged in various conversations with staff, parents and pupils in this regards.

4. We don’t have a formal policy yet, but just deal with issues on a case-by-case-basis.

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3.3 Developing social and emotional learning skills

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3.3 Developing social and emotional learning skills

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ENABLE (European Network Against Bullying in Learning and Leisure Environments) aims to tackle bullying in a holistic way, helping young people exercise their fundamental rights in the home, school, class and community (i.e. peer group).

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The ENABLE Approach- empowering parents to raise resilient children (by European Schoolnet)

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ENABLE for educators (by South West Grid for Learning)

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*If you intend to use the scoring feedback on Questionnaire L9R1 for students, then each question score is weighted as follows: Never 1 Rarely 2 Sometimes 3 Often 4 Always 5 These should then correlate to the feedback score ranges identifi ed in L9R2. However, it is worth bearing in mind that these scores are neither judgemental nor defi nitive but allow students to determine whether there have been any changes to the way they have responded to the questionnaire after completing the lesson sequence. An alternative approach may be to discuss the reasons behind their responses to verbalise any changes in perspective or attitude.

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If you intend to use the scoring feedback on Questionnaire L9R1 for students, then each question score is weighted as follows: Never 1 Rarely 2 Sometimes 3 Often 4 Always 5 These should then correlate to the feedback score ranges identifi ed in L9R2.

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1. What is unique about ENABLE?

ENABLE is unique in its approach which combines Social and Emotional Learning (SEL) with Peer Support in order to tackle and reduce bullying. It is a holistic approach which includes young people, staff, parents and the wider community. Another innovative aspect is that ENABLE has trained a team of Ambassadors in each participating country, who are available to provide information and guidance to any school or organisation wishing to implement the programme. Learn more about the Ambassadors here.

2. How is ENABLE different from other anti-bullying programmes?

Using a unique approach that combines social and emotional learning (SEL) with Peer Support, the ENABLE team strives to provide school staff with the skills, knowledge and confidence that can help them establish an effective student Peer Support scheme in their schools and develop their students' social and emotional skills. This programme is a departure from the two-dimensional view of bullying as victim and bully, and instead looks at the social and group dynamics in a school or leisure environment to address a range of factors which contribute to bullying.

3. What research is there that SEL programmes or peer support programmes are successful in tackling bullying behaviour?

SEL Programmes are among the most successful youth-development programmes offered to school-age youth. A meta-analysis of 213 studies shows that students in schools using universally-applied SEL Programmes have improved social, emotional and academic skills, including an 11-percentile point increase in achievement, as well as more pro-social behaviour and positive attitudes toward the self and others, and lower levels of emotional distress. Peer support systems reduce the negative impact of bullying on victims and make it more acceptable for them to report it. Naylor & Cowie (1999) surveyed 2,313 secondary school pupils and 234 teachers in 51 schools that had peer support systems. They found that, while peer support systems do not always reduce the incidence of bullying, they can be an effective preventive measure. Importantly, peer support systems reduce the negative impact of bullying on victims and make reporting easier.

4. What are the benefits or outcomes of ENABLE?

We consider the benefits of ENABLE to include the following:

Supports the creation of a positive and healthy whole-school climate

Improves emotional awareness in staff and students

Improves attainment in assessments

Reduces truancy and bullying incidents

Improves staff well-being

You can find more detail about the features and the benefits of ENABLE in the Making ENABLE Work document. In addition, outcomes of SEL and the Peer Support Programme are included in the Impact Assessment area of our website.

5. What is the target age group for ENABLE?

The target group for ENABLE is 11-14 year olds. This means the resources are aimed at that age group but individual teachers or youth workers may feel that this programme is suitable for slightly younger or older children.

6. Why 11-14?

This is a pivotal age, where children are testing their autonomy and trying to understand their emotions. Statistics show that bullying becomes much more prevalent as children move from the more protective environment of the primary school to secondary school where they encounter peers from more diverse backgrounds and have to cope with days that are broken up into 40- or 50-minute slots, most with a different teacher. Supervision lessens because of this, and pupils find themselves tackling challenges on their own. A decades' long study in the UK appears to prove that involvement in and reactions to bullying at this age will shape health, wealth and criminal tendencies for the rest of a person's life. More around this and the research we carried out at the start of the project, can be found in the ENABLE research report.

7. Where should ENABLE be implemented?

The ENABLE programme is aimed for schools and any leisure environments where young people aged 11-14 may be, such as sports centres, youth clubs and others. However, many elements of the programme are also suitable to open discussions on bullying in families.

8. Can any school download and use the ENABLE resources?

Yes, the ENABLE programme is available for free here to any school, leisure organisation or anyone else wishing to download and use it. It is available on the ENABLE website in English as well as Croatian, Greek, French and Dutch. Certain resources are also available in Danish and Romanian.

9. How can I use the ENABLE resources if I'm not in a school environment?

The ENABLE programme is aimed to be used in leisure environments as well as in schools, so you can pick and choose from the resources to implement it wherever bullying appears to be an issue. Although it is recommended for use with young people of ages 11-14, it is also being used successfully with children/young people both younger and older than that.

10. Are the resources free?

Yes, the ENABLE resources are completely free to download here. They have been created by partners in UK, Denmark, Croatia, Belgium and Greece with co-funding from the Daphne Programme of the European Union.

11. I teach in a Primary School. Can any of the ENABLE resources be used with my students?

The resources have been created to target 11-14 year olds. However, a teacher or youth leader can review the resources and use them with slightly younger (or older) children if they deem the content to be suitable.

12. How do I begin to plan the roll-out of ENABLE in my school/ organisation?

We have produced a useful document entitled Making Enable Work. In it, you can find everything you need to know if you are considering using ENABLE, including a description of the benefits, steps to implementing ENABLE, barriers to success, getting the approval of your senior leadership team and the support of parents, and more practical aspects of implementing ENABLE.

13. I would like to become an Ambassador for ENABLE. What does that involve and how can I become one?

The ENABLE Ambassadors are teachers or educators who work directly in or with schools. They are the first people we trained to use the resources and are responsible for rolling it out in the schools they work with as well as promoting it to other schools in the community. As such they mainly deal with the school staff. You can find out more about the ENABLE ambassadors in each country from our Ambassadors page.

If you are interested in becoming an Ambassador, contact us at info-enable@eun.org, or contact your country partner in UK, Belgium, Croatia, Greece or Denmark. Here is how you can get in touch with each of the partners:

If there is no partner in your country, please contact info-enable@eun.org.

14. I am in a country that is not one of the 5 ENABLE partner countries - can I still use the resources?

Yes. There are no geographical limitations to using ENABLE. If the ENABLE resources are not available in your national language, contact info-enable@eun.org to find out about translating them.

15. What languages are the resources available in?

The resources are available in English, Croatian, Greek, French and Dutch. Certain resources are also available in Danish and Romanian.

16. Which are the European country partners in the ENABLE programme and how do I get in touch with my country partner?

The partners in ENABLE are in UK, Denmark, Greece, Belgium and Croatia. You can find out more about them on our Partners page.

Here is how you can get in touch with each of the partners:

If there is no partner in your country, please contact info-enable@eun.org.

17. How long does the ENABLE programme take to implement?

We recommend a minimum 10-week period to roll out ENABLE in your school or organisation. This would involve running one SEL module a week with students aged 11 to 14 years, though the modules are adaptable for other age groups too. They are designed to be run in parallel to the Peer Support Scheme as an essential element in a holistic approach to reducing bullying. The Peer Support Programme is also designed to run over a 10-week period and is most efficient if delivered in conjunction with the SEL modules.

You can find more details about implementing ENABLE in our Making ENABLE Work document.

18. Do the SEL lessons need to be delivered in the order they are presented or can they be delivered non-sequentially?

The SEL lessons are designed as a sequence and a progression so it is better for them to be delivered in the order they are presented. They are also closely linked to the Peer Support Programme. Therefore the programme is most efficient if both strands, the SEL modules and Peer Support Programme, are implemented alongside each other, concurrently. Nevertheless, you are welcome to pick and choose if you are, for example, an eTwinning project conducting an ENABLE-based project with another country, or simply if you find some modules more relevant than others for a specific group of children or at a given moment.

19. Who should be the person in a school or leisure environment to roll out ENABLE?

We recommend that in your school or organisation you select a lead person for the SEL component, someone who is experienced in SEL and supported by other staff members. A Staff peer support lead should also be selected for the Peer Supporter Programme, not necessarily the same lead person as for the SEL component, but someone who is supported by staff members and the young people recruited to be the peer supporters. More information on how to implement ENABLE can be found in the Making ENABLE Work document.

20. How have other schools or leisure environments used ENABLE?

Once the ENABLE resources were created, we trained a group of ENABLE Ambassadors in each country. These were, in most cases, teachers whose role is to roll out the ENABLE programme in their schools and neighbouring schools they work with. A number of schools in each country are now using ENABLE and we are continually collecting information about how they are using the approach. We are hoping these will form the basis of case studies or testimonials about the programme. You can find more about this on our Ambassador News and Testimonials page.

21. I want to share my experience of using ENABLE with others - how can I do that?

If you are using ENABLE we would love to hear from you! We have created a case study template (you can find it on the ENABLE Resources page) and would like to encourage any school or organisation using ENABLE to complete the template and share with us your experiences. We will publish some of these in our News and Testimonials page for schools to learn from and use as inspiration.

22. Can I obtain an ENABLE certificate or accreditation model?

There are 3 certification models available for ENABLE. If you are a teacher or a peer supporter and have followed the required training, you will receive a certificate from your local ENABLE ambassador and can apply to info-enable@eun.org for a virtual badge. If you are a teacher, parent, peer supporter or anti-bullying expert, you can watch the ENABLE webinars, complete the questionnaire, and apply for the ENABLE "knowledge" badge. See the ENABLE website for further information.

23. How is the ENABLE programme funded?

The ENABLE programme was set up and conducted for the first two years with financial support from the Daphne Programme of the European Union and further support from our associate partners. From October 2016, it is funded by the ENABLE consortium and associate partners.

24. How can I measure the impact of ENABLE in my school?

We have carried out an impact assessment with a number of pilot schools and early adopters of ENABLE, and the results have been published on the ENABLE website. Assessment comprised a pre-assessment which pupils completed before they began the ENABLE programme, and a post-assessment, which they completed after having participated in the SEL and peer supporter training modules. in September 2016. Within the SEL modules there is also an optional questionnaire that teachers can run with students in Lesson 1 and again in Lesson 9 which will allow for some impact data to be collated. We suggest that you do this as a class activity, using the anonymised data for students to better understand their class environment.

For further information, please check the Impact Assessment area.

25. My helpline supports young people - how is ENABLE relevant to me?

As a helpline targeting young people, you can use the ENABLE platform for upgrading the skills of counsellors so that the service your helpline is able to provide will be optimized to have the greatest impact.

In the review part of ENABLE, you will find an extensive report that provides insight into the extent of bullying in the EU as well as an overview of existing initiatives in the area. On the ENABLE platform you will find more than 60 tools (apps etc.) that you can refer young people directly to. Finally, you can use both SEL modules and Peer-support modules as inspiration to develop your helpline's own practice in relation to bullying.

In Denmark, for example, we used the ENABLE program as a basis for the development of a "group chat" model where young people help each other to achieve better understanding of the dynamics behind bullying and share concrete experiences and possibilities for action.

26. How are the associate partners involved in ENABLE?

The ENABLE associate partners from industry are Facebook, Vodafone, Twitter, Ask.fm and Kaspersky Lab, with Icelandic Red Cross and Telefono Azzurro (Italy) from the charity sector. They provide support to ENABLE, help us gain a better insight into the activities of young people online and promote the programme through their networks.

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1. What is unique about ENABLE? ENABLE is unique in its approach which combines Social and Emotional Learning (SEL) with Peer Support in order to tackle and reduce bullying. It is a holistic approach which includes young people, staff, parents and the wider community.

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3.3 Developing social and emotional learning skills

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3.3 Developing social and emotional learning skills

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Do you think that teaching social and emotional learning skills can reduce cyberbullying? (Yes they can. / No, I don't think so. / I don't know.) Please share further thoughts on the Padlet.

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Yes, I can. In this way, pupils develop their self-esteem. By learning about emotions and non-violent communication they learn to know how to give empathy to themselves and empathy to others. Whatever they read, they are encouraged not to receive it personally, but to react in a constructive way - they talk about themselves and they discuss about how much they are bothered with it, without offending other person’s personality.

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3.4 How to set up an effective peer-support scheme

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3.4 How to set up an effective peer-support scheme

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ow to set up an effective peer-support scheme in your settings

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How to set up an effective Peer Support scheme in your setting (by The Diana Award)

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When talking about cyberbullying with your students, some aspects might appear more challenging than others. Look at the list below and think about which of the items is the most challenging for you and why. Share your answer in the Padlet below.

1. Worrying about my students asking me something I don’t know about

2. Encouraging my students to speak their minds when the topic is quite sensitive

3. Switching from lecturing to discussing with my students

4. Finding the right resources and ideas for activities to start the discussion with my students

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The greatest challenge is to encourage pupils to talk about themselves, especially when the topic is sensitive. The truth is that it is much easier when they are smaller, because as they grow up, they become less open to share their personal experience with others.

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Bullying won't go away if we do nothing! But it can if you do something. It's up to all of us to create and shape the online spaces that we like to spend our time in. Standup to cyberbullying by visiting our site www.watchyourspace.ie and posting your response.

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My well-being and yours online: Option 1

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My well-being and yours online: Option 1

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Share your experiences as well as those of your students with us here. Did your students like the exercise? Were they responsive? What feedback did they give? How about you? Was it easy to introduce the exercise? Was the outcome helpful for you?

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My well-being and yours online: Option 2

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My well-being and yours online: Option 2

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If you can’t do this activity with your students, do it yourself! Fill in the questionnaire and share your outcome and feedback with us here.

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1. To gain a better understanding of what it’s like to grow up in this digital age/environment and consider the pressures facing young people

2. To explore the impact that technology can have on relationships

3. To raise awareness of the challenges associated with sexting, something most schools have to deal with, and try to understand why young people engage in this risky practice and what can be done to support them (and also their families)

4. To share information about some of the resources that can be used to educate pupils and parents about sexting and associated issues such as sextortion

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The stats below come from some recent research published on Safer Internet in February 2018 – they demonstrate the importance of likes, followers and “Snapchat streaks” for many young people.

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4.2 The net effect and online reputation

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4.2 The net effect and online reputation

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Attention young professionals! What's in your digital baggage?

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Sexting is a word which describes the sending of personal sexual content, most commonly nude or nearly nude images. The term was originally used by the Australian press about seven years ago, and since then has become a serious challenge for children, young people and their teachers and parents. danah boyd (a social media expert from the US) noted that teen sexting is a very rational act with very irrational consequences. The video below summarises the issue well, and helps to explain some of the key challenges.

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8 Things You and Your Teen Need to Know About Sexting

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A great deal of research has gone into sexting, and most agree that young people do indeed see this as normal. Research from European countries in the Net Children Go Mobile study shows a varied picture. It can be difficult to establish just how prevalent sexting is, but young people themselves talk about it being quite common.

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We referred to Project deSHAME back in Module 4.1 - their research found that 6% of 13- to 17-year-olds had had their nude or nearly nude image shared with other people without their permission.