# data[].attributes.headline
'Stay connected, happy and well online' - unit with 6 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.subject
'Stay connected, happy and well online' - unit with 6 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.body
Digital wellbeing: Stay connected, happy and well online

Pupils learn strategies to protect digital wellbeing by exploring how technology affects mental, physical and emotional health. Pupils also consider the effects of screen time and online media. The influence of AI systems is explored by considering how it can influence online experiences.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 5 pupils.

# data[].attributes.attachment_link.title
Digital wellbeing: Stay connected, happy and well online KS2 | Y5 Digital literacy | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about digital wellbeing: stay connected, happy and well online

# data[].attributes.headline
'Stay connected, happy and well online' - unit with 6 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.subject
'Stay connected, happy and well online' - unit with 6 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.body
Digital wellbeing: Stay connected, happy and well online

Pupils learn strategies to protect digital wellbeing by exploring how technology affects mental, physical and emotional health. Pupils also consider the effects of screen time and online media. The influence of AI systems is explored by considering how it can influence online experiences.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 5 pupils.

# data[].attributes.attachment_link.title
Digital wellbeing: Stay connected, happy and well online KS2 | Y5 Digital literacy | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about digital wellbeing: stay connected, happy and well online

# data[].attributes.headline
'Stay connected, happy and well online' - unit with 6 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.subject
'Stay connected, happy and well online' - unit with 6 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.body
Digital wellbeing: Stay connected, happy and well online

Pupils learn strategies to protect digital wellbeing by exploring how technology affects mental, physical and emotional health. Pupils also consider the effects of screen time and online media. The influence of AI systems is explored by considering how it can influence online experiences.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 5 pupils.

# data[].attributes.attachment_link.title
Digital wellbeing: Stay connected, happy and well online KS2 | Y5 Digital literacy | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about digital wellbeing: stay connected, happy and well online

# data[].attributes.headline
'What should I share online?' - unit with 4 lessons for Year 6 pupils (Oak National Academy)

# data[].attributes.subject
'What should I share online?' - unit with 4 lessons for Year 6 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: What should I share online?

This unit addresses responsible sharing of personal information online, promoting digital citizenship and the importance of privacy. Pupils learn to decide what to share, resist peer pressure online, understand power dynamics and recognise and challenge discrimination in online spaces.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 6 pupils.

# data[].attributes.attachment_link.title
Our online lives: What should I share online? KS2 | Y6 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: what should i share online?

# data[].attributes.headline
'What should I share online?' - unit with 4 lessons for Year 6 pupils (Oak National Academy)

# data[].attributes.subject
'What should I share online?' - unit with 4 lessons for Year 6 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: What should I share online?

This unit addresses responsible sharing of personal information online, promoting digital citizenship and the importance of privacy. Pupils learn to decide what to share, resist peer pressure online, understand power dynamics and recognise and challenge discrimination in online spaces.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 6 pupils.

# data[].attributes.attachment_link.title
Our online lives: What should I share online? KS2 | Y6 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: what should i share online?

# data[].attributes.headline
'What should I share online?' - unit with 4 lessons for Year 6 pupils (Oak National Academy)

# data[].attributes.subject
'What should I share online?' - unit with 4 lessons for Year 6 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: What should I share online?

This unit addresses responsible sharing of personal information online, promoting digital citizenship and the importance of privacy. Pupils learn to decide what to share, resist peer pressure online, understand power dynamics and recognise and challenge discrimination in online spaces.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 6 pupils.

# data[].attributes.attachment_link.title
Our online lives: What should I share online? KS2 | Y6 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: what should i share online?

# data[].attributes.headline
'What should I share online?' - unit with 4 lessons for Year 6 pupils (Oak National Academy)

# data[].attributes.subject
'What should I share online?' - unit with 4 lessons for Year 6 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: What should I share online?

This unit addresses responsible sharing of personal information online, promoting digital citizenship and the importance of privacy. Pupils learn to decide what to share, resist peer pressure online, understand power dynamics and recognise and challenge discrimination in online spaces.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 6 pupils.

# data[].attributes.attachment_link.title
Our online lives: What should I share online? KS2 | Y6 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: what should i share online?

# data[].attributes.headline
'How do I decide what is true online?' - unit with 5 lessons for Year 6 pupils (Oak National Academy)

# data[].attributes.subject
'How do I decide what is true online?' - unit with 5 lessons for Year 6 pupils (Oak National Academy)

# data[].attributes.body
Media influence: How do I decide what is true online?

This unit focuses on distinguishing truth from misinformation online and developing critical thinking skills. Pupils learn about online motivations and bias, recognising fake and AI-generated images, algorithms and echo chambers, verifying content and finding reliable health information.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 6 pupils.

# data[].attributes.attachment_link.title
Media influence: How do I decide what is true online? KS2 | Y6 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: how do i decide what is true online?

# data[].attributes.headline
'How do I decide what is true online?' - unit with 5 lessons for Year 6 pupils (Oak National Academy)

# data[].attributes.subject
'How do I decide what is true online?' - unit with 5 lessons for Year 6 pupils (Oak National Academy)

# data[].attributes.body
Media influence: How do I decide what is true online?

This unit focuses on distinguishing truth from misinformation online and developing critical thinking skills. Pupils learn about online motivations and bias, recognising fake and AI-generated images, algorithms and echo chambers, verifying content and finding reliable health information.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 6 pupils.

# data[].attributes.attachment_link.title
Media influence: How do I decide what is true online? KS2 | Y6 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: how do i decide what is true online?

# data[].attributes.headline
'How do I decide what is true online?' - unit with 5 lessons for Year 6 pupils (Oak National Academy)

# data[].attributes.subject
'How do I decide what is true online?' - unit with 5 lessons for Year 6 pupils (Oak National Academy)

# data[].attributes.body
Media influence: How do I decide what is true online?

This unit focuses on distinguishing truth from misinformation online and developing critical thinking skills. Pupils learn about online motivations and bias, recognising fake and AI-generated images, algorithms and echo chambers, verifying content and finding reliable health information.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 6 pupils.

# data[].attributes.attachment_link.title
Media influence: How do I decide what is true online? KS2 | Y6 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: how do i decide what is true online?

# data[].attributes.headline
'How do I decide what is true online?' - unit with 5 lessons for Year 6 pupils (Oak National Academy)

# data[].attributes.subject
'How do I decide what is true online?' - unit with 5 lessons for Year 6 pupils (Oak National Academy)

# data[].attributes.body
Media influence: How do I decide what is true online?

This unit focuses on distinguishing truth from misinformation online and developing critical thinking skills. Pupils learn about online motivations and bias, recognising fake and AI-generated images, algorithms and echo chambers, verifying content and finding reliable health information.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 6 pupils.

# data[].attributes.attachment_link.title
Media influence: How do I decide what is true online? KS2 | Y6 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: how do i decide what is true online?

# data[].attributes.headline
'How do I thrive online?' - unit with 4 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.subject
'How do I thrive online?' - unit with 4 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: How do I thrive online?

This unit emphasises positive and healthy online interactions, helping pupils balance their digital and offline lives. Pupils learn about online dangers, navigating group chats safely, managing online comparisons and developing strategies to thrive online while maintaining wellbeing.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 5 pupils.

# data[].attributes.attachment_link.title
Our online lives: How do I thrive online? KS2 | Y5 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: how do i thrive online?

# data[].attributes.headline
'How do I thrive online?' - unit with 4 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.subject
'How do I thrive online?' - unit with 4 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: How do I thrive online?

This unit emphasises positive and healthy online interactions, helping pupils balance their digital and offline lives. Pupils learn about online dangers, navigating group chats safely, managing online comparisons and developing strategies to thrive online while maintaining wellbeing.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 5 pupils.

# data[].attributes.attachment_link.title
Our online lives: How do I thrive online? KS2 | Y5 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: how do i thrive online?

# data[].attributes.headline
'How do I thrive online?' - unit with 4 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.subject
'How do I thrive online?' - unit with 4 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: How do I thrive online?

This unit emphasises positive and healthy online interactions, helping pupils balance their digital and offline lives. Pupils learn about online dangers, navigating group chats safely, managing online comparisons and developing strategies to thrive online while maintaining wellbeing.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 5 pupils.

# data[].attributes.attachment_link.title
Our online lives: How do I thrive online? KS2 | Y5 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: how do i thrive online?

# data[].attributes.headline
'How do I thrive online?' - unit with 4 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.subject
'How do I thrive online?' - unit with 4 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: How do I thrive online?

This unit emphasises positive and healthy online interactions, helping pupils balance their digital and offline lives. Pupils learn about online dangers, navigating group chats safely, managing online comparisons and developing strategies to thrive online while maintaining wellbeing.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 5 pupils.

# data[].attributes.attachment_link.title
Our online lives: How do I thrive online? KS2 | Y5 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: how do i thrive online?

# data[].attributes.headline
'Who decides what I experience in the online world?' - unit with 4 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.subject
'Who decides what I experience in the online world?' - unit with 4 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.body
Media influence: Who decides what I experience in the online world?

This unit explores the forces shaping online experiences, teaching pupils to critically evaluate digital content. Pupils learn about online influencers, how algorithms work, their own power online and the role of data, developing understanding of how and why their online experience is curated.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 5 pupils.

# data[].attributes.attachment_link.title
Media influence: Who decides what I experience in the online world? KS2 | Y5 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: who decides what i experience in the online world?

# data[].attributes.headline
'Who decides what I experience in the online world?' - unit with 4 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.subject
'Who decides what I experience in the online world?' - unit with 4 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.body
Media influence: Who decides what I experience in the online world?

This unit explores the forces shaping online experiences, teaching pupils to critically evaluate digital content. Pupils learn about online influencers, how algorithms work, their own power online and the role of data, developing understanding of how and why their online experience is curated.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 5 pupils.

# data[].attributes.attachment_link.title
Media influence: Who decides what I experience in the online world? KS2 | Y5 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: who decides what i experience in the online world?

# data[].attributes.headline
'Who decides what I experience in the online world?' - unit with 4 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.subject
'Who decides what I experience in the online world?' - unit with 4 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.body
Media influence: Who decides what I experience in the online world?

This unit explores the forces shaping online experiences, teaching pupils to critically evaluate digital content. Pupils learn about online influencers, how algorithms work, their own power online and the role of data, developing understanding of how and why their online experience is curated.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 5 pupils.

# data[].attributes.attachment_link.title
Media influence: Who decides what I experience in the online world? KS2 | Y5 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: who decides what i experience in the online world?

# data[].attributes.headline
'Who decides what I experience in the online world?' - unit with 4 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.subject
'Who decides what I experience in the online world?' - unit with 4 lessons for Year 5 pupils (Oak National Academy)

# data[].attributes.body
Media influence: Who decides what I experience in the online world?

This unit explores the forces shaping online experiences, teaching pupils to critically evaluate digital content. Pupils learn about online influencers, how algorithms work, their own power online and the role of data, developing understanding of how and why their online experience is curated.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 5 pupils.

# data[].attributes.attachment_link.title
Media influence: Who decides what I experience in the online world? KS2 | Y5 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: who decides what i experience in the online world?

# data[].attributes.headline
'How do I decide who to trust online?' - unit with 4 lessons for Year 4 pupils (Oak National Academy)

# data[].attributes.subject
'How do I decide who to trust online?' - unit with 4 lessons for Year 4 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: How do I decide who to trust online?

This unit teaches pupils about assessing trustworthiness online, understanding different types of internet users, recognising risks with strangers, responding safely to unknown people and communicating safely online. Pupils develop critical thinking to evaluate who to trust and when to seek help.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 4 pupils.

# data[].attributes.attachment_link.title
Our online lives: How do I decide who to trust online? KS2 | Y4 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: how do i decide who to trust online?

# data[].attributes.headline
'How do I decide who to trust online?' - unit with 4 lessons for Year 4 pupils (Oak National Academy)

# data[].attributes.subject
'How do I decide who to trust online?' - unit with 4 lessons for Year 4 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: How do I decide who to trust online?

This unit teaches pupils about assessing trustworthiness online, understanding different types of internet users, recognising risks with strangers, responding safely to unknown people and communicating safely online. Pupils develop critical thinking to evaluate who to trust and when to seek help.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 4 pupils.

# data[].attributes.attachment_link.title
Our online lives: How do I decide who to trust online? KS2 | Y4 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: how do i decide who to trust online?

# data[].attributes.headline
'How do I decide who to trust online?' - unit with 4 lessons for Year 4 pupils (Oak National Academy)

# data[].attributes.subject
'How do I decide who to trust online?' - unit with 4 lessons for Year 4 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: How do I decide who to trust online?

This unit teaches pupils about assessing trustworthiness online, understanding different types of internet users, recognising risks with strangers, responding safely to unknown people and communicating safely online. Pupils develop critical thinking to evaluate who to trust and when to seek help.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 4 pupils.

# data[].attributes.attachment_link.title
Our online lives: How do I decide who to trust online? KS2 | Y4 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: how do i decide who to trust online?

# data[].attributes.headline
'What is fake news?' - unit with 4 lessons for Year 4 pupils (Oak National Academy)

# data[].attributes.subject
'What is fake news?' - unit with 4 lessons for Year 4 pupils (Oak National Academy)

# data[].attributes.body
Media influence: What is fake news?

This unit gives pupils skills to understand elements of the online world such as advertising, misinformation and content creator motivations. Pupils learn to identify bias, recognise fake news, critically evaluate online information, report harmful content and make discerning online choices.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 4 pupils.

# data[].attributes.attachment_link.title
Media influence: What is fake news? KS2 | Y4 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: what is fake news?

# data[].attributes.headline
'What is fake news?' - unit with 4 lessons for Year 4 pupils (Oak National Academy)

# data[].attributes.subject
'What is fake news?' - unit with 4 lessons for Year 4 pupils (Oak National Academy)

# data[].attributes.body
Media influence: What is fake news?

This unit gives pupils skills to understand elements of the online world such as advertising, misinformation and content creator motivations. Pupils learn to identify bias, recognise fake news, critically evaluate online information, report harmful content and make discerning online choices.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 4 pupils.

# data[].attributes.attachment_link.title
Media influence: What is fake news? KS2 | Y4 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: what is fake news?

# data[].attributes.headline
'The digital discovery squad' - unit with 6 lessons for Year 4 pupils (Oak National Academy)

# data[].attributes.subject
'The digital discovery squad' - unit with 6 lessons for Year 4 pupils (Oak National Academy)

# data[].attributes.body
The digital discovery squad

Pupils create characters to teach others about making safe choices online. They learn what personal information is and why it should be protected. Pupils explore safe and unsafe online actions and also develop an understanding of AI by creating guidelines for its safe use.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 4 pupils.

# data[].attributes.attachment_link.title
The digital discovery squad KS2 | Y4 Digital literacy | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about the digital discovery squad

# data[].attributes.headline
'The digital discovery squad' - unit with 6 lessons for Year 4 pupils (Oak National Academy)

# data[].attributes.subject
'The digital discovery squad' - unit with 6 lessons for Year 4 pupils (Oak National Academy)

# data[].attributes.body
The digital discovery squad

Pupils create characters to teach others about making safe choices online. They learn what personal information is and why it should be protected. Pupils explore safe and unsafe online actions and also develop an understanding of AI by creating guidelines for its safe use.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 4 pupils.

# data[].attributes.attachment_link.title
The digital discovery squad KS2 | Y4 Digital literacy | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about the digital discovery squad

# data[].attributes.headline
'The digital discovery squad' - unit with 6 lessons for Year 4 pupils (Oak National Academy)

# data[].attributes.subject
'The digital discovery squad' - unit with 6 lessons for Year 4 pupils (Oak National Academy)

# data[].attributes.body
The digital discovery squad

Pupils create characters to teach others about making safe choices online. They learn what personal information is and why it should be protected. Pupils explore safe and unsafe online actions and also develop an understanding of AI by creating guidelines for its safe use.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 4 pupils.

# data[].attributes.attachment_link.title
The digital discovery squad KS2 | Y4 Digital literacy | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about the digital discovery squad

# data[].attributes.headline
'How do I keep myself safe online?' - unit with 6 lessons for Year 3 pupils (Oak National Academy)

# data[].attributes.subject
'How do I keep myself safe online?' - unit with 6 lessons for Year 3 pupils (Oak National Academy)

# data[].attributes.body
Media influence: How do I keep myself safe online?

This unit explores choosing appropriate online activities, understanding who to trust online, protecting personal information, recognising online risks, including bullying and scams, managing screen time for wellbeing and being responsible digital citizens who know how to report concerns.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 3 pupils.

# data[].attributes.attachment_link.title
Media influence: How do I keep myself safe online? KS2 | Y3 RSHE (PSHE) Lesson Resources | Oak National Academy

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: how do i keep myself safe online?

# data[].attributes.headline
'How do I keep myself safe online?' - unit with 6 lessons for Year 3 pupils (Oak National Academy)

# data[].attributes.subject
'How do I keep myself safe online?' - unit with 6 lessons for Year 3 pupils (Oak National Academy)

# data[].attributes.body
Media influence: How do I keep myself safe online?

This unit explores choosing appropriate online activities, understanding who to trust online, protecting personal information, recognising online risks, including bullying and scams, managing screen time for wellbeing and being responsible digital citizens who know how to report concerns.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 3 pupils.

# data[].attributes.attachment_link.title
Media influence: How do I keep myself safe online? KS2 | Y3 RSHE (PSHE) Lesson Resources | Oak National Academy

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: how do i keep myself safe online?

# data[].attributes.headline
'How do I keep myself safe online?' - unit with 6 lessons for Year 3 pupils (Oak National Academy)

# data[].attributes.subject
'How do I keep myself safe online?' - unit with 6 lessons for Year 3 pupils (Oak National Academy)

# data[].attributes.body
Media influence: How do I keep myself safe online?

This unit explores choosing appropriate online activities, understanding who to trust online, protecting personal information, recognising online risks, including bullying and scams, managing screen time for wellbeing and being responsible digital citizens who know how to report concerns.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 3 pupils.

# data[].attributes.attachment_link.title
Media influence: How do I keep myself safe online? KS2 | Y3 RSHE (PSHE) Lesson Resources | Oak National Academy

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: how do i keep myself safe online?

# data[].attributes.headline
'How do I keep myself safe online?' - unit with 6 lessons for Year 3 pupils (Oak National Academy)

# data[].attributes.subject
'How do I keep myself safe online?' - unit with 6 lessons for Year 3 pupils (Oak National Academy)

# data[].attributes.body
Media influence: How do I keep myself safe online?

This unit explores choosing appropriate online activities, understanding who to trust online, protecting personal information, recognising online risks, including bullying and scams, managing screen time for wellbeing and being responsible digital citizens who know how to report concerns.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 3 pupils.

# data[].attributes.attachment_link.title
Media influence: How do I keep myself safe online? KS2 | Y3 RSHE (PSHE) Lesson Resources | Oak National Academy

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: how do i keep myself safe online?

# data[].attributes.headline
'How do I keep myself safe online?' - unit with 6 lessons for Year 3 pupils (Oak National Academy)

# data[].attributes.subject
'How do I keep myself safe online?' - unit with 6 lessons for Year 3 pupils (Oak National Academy)

# data[].attributes.body
Media influence: How do I keep myself safe online?

This unit explores choosing appropriate online activities, understanding who to trust online, protecting personal information, recognising online risks, including bullying and scams, managing screen time for wellbeing and being responsible digital citizens who know how to report concerns.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 3 pupils.

# data[].attributes.attachment_link.title
Media influence: How do I keep myself safe online? KS2 | Y3 RSHE (PSHE) Lesson Resources | Oak National Academy

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: how do i keep myself safe online?

# data[].attributes.headline
'Who should I talk to online?' - unit with 4 lessons for Year 2 pupils (Oak National Academy)

# data[].attributes.subject
'Who should I talk to online?' - unit with 4 lessons for Year 2 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: Who should I talk to online?

This unit covers understanding who people on the internet are, the risks of sharing photos and videos online, making safe decisions about online activities and communication, and knowing when to talk to trusted adults about online interactions.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 2 pupils.

# data[].attributes.attachment_link.title
Our online lives: Who should I talk to online? KS1 | Y2 RSHE (PSHE) Lesson Resources | Oak National Academy

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: who should i talk to online?

# data[].attributes.headline
'Who should I talk to online?' - unit with 4 lessons for Year 2 pupils (Oak National Academy)

# data[].attributes.subject
'Who should I talk to online?' - unit with 4 lessons for Year 2 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: Who should I talk to online?

This unit covers understanding who people on the internet are, the risks of sharing photos and videos online, making safe decisions about online activities and communication, and knowing when to talk to trusted adults about online interactions.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 2 pupils.

# data[].attributes.attachment_link.title
Our online lives: Who should I talk to online? KS1 | Y2 RSHE (PSHE) Lesson Resources | Oak National Academy

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: who should i talk to online?

# data[].attributes.headline
'Who should I talk to online?' - unit with 4 lessons for Year 2 pupils (Oak National Academy)

# data[].attributes.subject
'Who should I talk to online?' - unit with 4 lessons for Year 2 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: Who should I talk to online?

This unit covers understanding who people on the internet are, the risks of sharing photos and videos online, making safe decisions about online activities and communication, and knowing when to talk to trusted adults about online interactions.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 2 pupils.

# data[].attributes.attachment_link.title
Our online lives: Who should I talk to online? KS1 | Y2 RSHE (PSHE) Lesson Resources | Oak National Academy

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: who should i talk to online?

# data[].attributes.headline
'Is everything I see online true?' - unit with 5 lessons for Year 2 pupils (Oak National Academy)

# data[].attributes.subject
'Is everything I see online true?' - unit with 5 lessons for Year 2 pupils (Oak National Academy)

# data[].attributes.body
Media influence: Is everything I see online true?

This unit teaches pupils how to identify false information online, understand why people might share untrue things, recognise fake content, develop safe web searching skills and follow rules for staying safe online. Pupils learn to think critically about what they read, listen to or see online.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 2 pupils.

# data[].attributes.attachment_link.title
Media influence: Is everything I see online true? KS1 | Y2 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: is everything i see online true?

# data[].attributes.headline
'Is everything I see online true?' - unit with 5 lessons for Year 2 pupils (Oak National Academy)

# data[].attributes.subject
'Is everything I see online true?' - unit with 5 lessons for Year 2 pupils (Oak National Academy)

# data[].attributes.body
Media influence: Is everything I see online true?

This unit teaches pupils how to identify false information online, understand why people might share untrue things, recognise fake content, develop safe web searching skills and follow rules for staying safe online. Pupils learn to think critically about what they read, listen to or see online.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 2 pupils.

# data[].attributes.attachment_link.title
Media influence: Is everything I see online true? KS1 | Y2 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: is everything i see online true?

# data[].attributes.headline
'How do I decide what to do online?' - unit with 5 lessons for Year 1 pupils (Oak National Academy)

# data[].attributes.subject
'How do I decide what to do online?' - unit with 5 lessons for Year 1 pupils (Oak National Academy)

# data[].attributes.body
Media influence: How do I decide what to do online?

This unit covers managing screen time, choosing appropriate online content, sharing information safely, handling scary or upsetting content online and maintaining a healthy online balance.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 1 pupils.

# data[].attributes.attachment_link.title
Media influence: How do I decide what to do online? KS1 | Y1 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: how do i decide what to do online?

# data[].attributes.headline
'How do I decide what to do online?' - unit with 5 lessons for Year 1 pupils (Oak National Academy)

# data[].attributes.subject
'How do I decide what to do online?' - unit with 5 lessons for Year 1 pupils (Oak National Academy)

# data[].attributes.body
Media influence: How do I decide what to do online?

This unit covers managing screen time, choosing appropriate online content, sharing information safely, handling scary or upsetting content online and maintaining a healthy online balance.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 1 pupils.

# data[].attributes.attachment_link.title
Media influence: How do I decide what to do online? KS1 | Y1 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: how do i decide what to do online?

# data[].attributes.headline
'How do I decide what to do online?' - unit with 5 lessons for Year 1 pupils (Oak National Academy)

# data[].attributes.subject
'How do I decide what to do online?' - unit with 5 lessons for Year 1 pupils (Oak National Academy)

# data[].attributes.body
Media influence: How do I decide what to do online?

This unit covers managing screen time, choosing appropriate online content, sharing information safely, handling scary or upsetting content online and maintaining a healthy online balance.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 1 pupils.

# data[].attributes.attachment_link.title
Media influence: How do I decide what to do online? KS1 | Y1 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: how do i decide what to do online?

# data[].attributes.headline
'How do I decide what to do online?' - unit with 5 lessons for Year 1 pupils (Oak National Academy)

# data[].attributes.subject
'How do I decide what to do online?' - unit with 5 lessons for Year 1 pupils (Oak National Academy)

# data[].attributes.body
Media influence: How do I decide what to do online?

This unit covers managing screen time, choosing appropriate online content, sharing information safely, handling scary or upsetting content online and maintaining a healthy online balance.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 1 pupils.

# data[].attributes.attachment_link.title
Media influence: How do I decide what to do online? KS1 | Y1 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about media influence: how do i decide what to do online?

# data[].attributes.headline
'What should I do if I feel unsafe online?' - unit with 4 lessons for Year 1 pupils (Oak National Academy)

# data[].attributes.subject
'What should I do if I feel unsafe online?' - unit with 4 lessons for Year 1 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: What should I do if I feel unsafe online?

This unit teaches pupils how to recognise and address online worries, understand the online world, have fun online safely and know what to do if they feel unsafe. Pupils learn to identify trusted adults who can help them online.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 1 pupils.

# data[].attributes.attachment_link.title
Our online lives: What should I do if I feel unsafe online? KS1 | Y1 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: what should i do if i feel unsafe online?

# data[].attributes.headline
'What should I do if I feel unsafe online?' - unit with 4 lessons for Year 1 pupils (Oak National Academy)

# data[].attributes.subject
'What should I do if I feel unsafe online?' - unit with 4 lessons for Year 1 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: What should I do if I feel unsafe online?

This unit teaches pupils how to recognise and address online worries, understand the online world, have fun online safely and know what to do if they feel unsafe. Pupils learn to identify trusted adults who can help them online.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 1 pupils.

# data[].attributes.attachment_link.title
Our online lives: What should I do if I feel unsafe online? KS1 | Y1 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: what should i do if i feel unsafe online?

# data[].attributes.headline
'Our online lives: How can I stay safe?' - unit with 4 lessons for Year 8 pupils (Oak National Academy)

# data[].attributes.subject
'Our online lives: How can I stay safe?' - unit with 4 lessons for Year 8 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: How can I stay safe?

This unit addresses online bullying, exploring why it happens, its impact on victims and communities, and effective response strategies. Pupils learn to identify harmful online behaviours, understand their responsibilities as bystanders, and develop practical skills for maintaining safety.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 8 pupils.

# data[].attributes.attachment_link.title
Our online lives: How can I stay safe? KS3 | Y8 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: how can i stay safe?

# data[].attributes.headline
'Our online lives: How can I stay safe?' - unit with 4 lessons for Year 8 pupils (Oak National Academy)

# data[].attributes.subject
'Our online lives: How can I stay safe?' - unit with 4 lessons for Year 8 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: How can I stay safe?

This unit addresses online bullying, exploring why it happens, its impact on victims and communities, and effective response strategies. Pupils learn to identify harmful online behaviours, understand their responsibilities as bystanders, and develop practical skills for maintaining safety.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 8 pupils.

# data[].attributes.attachment_link.title
Our online lives: How can I stay safe? KS3 | Y8 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: how can i stay safe?

# data[].attributes.headline
'Our online lives: How can I stay safe?' - unit with 4 lessons for Year 8 pupils (Oak National Academy)

# data[].attributes.subject
'Our online lives: How can I stay safe?' - unit with 4 lessons for Year 8 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: How can I stay safe?

This unit addresses online bullying, exploring why it happens, its impact on victims and communities, and effective response strategies. Pupils learn to identify harmful online behaviours, understand their responsibilities as bystanders, and develop practical skills for maintaining safety.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 8 pupils.

# data[].attributes.attachment_link.title
Our online lives: How can I stay safe? KS3 | Y8 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: how can i stay safe?

# data[].attributes.headline
'How can I be kind and happy online?' - unit with 5 lessons for Year 3 pupils (Oak National Academy)

# data[].attributes.subject
'How can I be kind and happy online?' - unit with 5 lessons for Year 3 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: How can I be kind and happy online?

This unit covers understanding the rules for online friendship and kindness, identifying when questions are too personal, recognising uncomfortable feelings online, and knowing how to respond. It also includes enjoying favourite online activities safely and creating positive online experiences.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 3 pupils.

# data[].attributes.attachment_link.title
Our online lives: How can I be kind and happy online? KS2 | Y3 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: how can i be kind and happy online?

# data[].attributes.headline
'How can I be kind and happy online?' - unit with 5 lessons for Year 3 pupils (Oak National Academy)

# data[].attributes.subject
'How can I be kind and happy online?' - unit with 5 lessons for Year 3 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: How can I be kind and happy online?

This unit covers understanding the rules for online friendship and kindness, identifying when questions are too personal, recognising uncomfortable feelings online, and knowing how to respond. It also includes enjoying favourite online activities safely and creating positive online experiences.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 3 pupils.

# data[].attributes.attachment_link.title
Our online lives: How can I be kind and happy online? KS2 | Y3 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: how can i be kind and happy online?

# data[].attributes.headline
'How can I be kind and happy online?' - unit with 5 lessons for Year 3 pupils (Oak National Academy)

# data[].attributes.subject
'How can I be kind and happy online?' - unit with 5 lessons for Year 3 pupils (Oak National Academy)

# data[].attributes.body
Our online lives: How can I be kind and happy online?

This unit covers understanding the rules for online friendship and kindness, identifying when questions are too personal, recognising uncomfortable feelings online, and knowing how to respond. It also includes enjoying favourite online activities safely and creating positive online experiences.

These resources have been created by Oak National Academy and they are free to access. This unit has been created for Year 3 pupils.

# data[].attributes.attachment_link.title
Our online lives: How can I be kind and happy online? KS2 | Y3 RSHE (PSHE) | Lesson Resources

# data[].attributes.attachment_link.description
Free lessons and teaching resources about our online lives: how can i be kind and happy online?

# data[].attributes.headline
"The government must be tougher on social media platforms to keep children safe" article and data (Childline and NSPCC)

# data[].attributes.subject
"The government must be tougher on social media platforms to keep children safe" article and data (Childline and NSPCC)

# data[].attributes.body
The NSPCC has published a news story calling on the government to take stronger action on social media platforms to help keep children safe online. New data from Childline shows TikTok, Snapchat and Instagram were among the platforms mentioned most often in contacts to the NSPCC service in the year to March 2026. The most common concerns children raised around TikTok, the platform mentioned most often to Childline, related to mental health, online sexual abuse and exploitation, and their wider digital behaviour. The news story highlights the need for robust age assurance and action to detect and remove harmful content.

Read the news story: The government must be tougher on social media platforms to keep children safe

# data[].attributes.attachment_link.title
The government must be tougher on social media platforms to keep children safe | NSPCC

# data[].attributes.headline
Keeping Children Safe in Education (DfE)

# data[].attributes.subject
Keeping Children Safe in Education (DfE)

# data[].attributes.body
Keeping Children Safe in Education (KCSIE) 2026 requires schools and colleges to take a whole-school approach to online safety, recognising that safeguarding risks can arise both online and offline. The guidance makes clear that online safety is not just an IT issue, but a safeguarding responsibility for all staff.

KCSIE 2026 expects schools to create a safe digital environment by combining education, monitoring, staff training, safeguarding procedures and appropriate technical controls, while recognising that online safety risks are a key part of child protection.

Specifically, KCSIE 2026 states that schools should:

Protect children from online risks, including exposure to harmful content, online abuse, cyberbullying, exploitation, grooming, misinformation and disinformation.

Ensure effective filtering and monitoring systems are in place to help keep pupils safe when using school technology. Staff and governors should understand their responsibilities for these systems.

Teach pupils about online safety through the curriculum so they can stay safe, behave responsibly online, and know how to seek help when needed.

Consider emerging risks from generative AI, deepfakes, AI-generated intimate images and other evolving technologies as part of their safeguarding arrangements.

Ensure staff receive appropriate safeguarding and online safety training so they can identify and respond to concerns.

# data[].attributes.attachment_link.readable_text
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Statutory guidance for schools and colleges on safeguarding children and safer recruitment.

Details

This guidance applies to all schools and colleges and is for:

headteachers, teachers and staff

governing bodies, proprietors and management committees

It sets out the legal duties you must follow to safeguard and promote the welfare of children and young people under the age of 18 in schools and colleges.

All school and college staff should read part 1 of this guidance. Part 1 of the guidance is also available as a standalone document.

Statutory guidance sets out what schools must do to comply with the law.

Where the guidance states schools and colleges should do something, you should follow this unless you have a good reason not to.

'Regulated activity in relation to children: scope' describes work that a barred person must not do. We have also published guidance on disqualification under the Childcare Act 2006.

# data[].attributes.attachment_link.description
Statutory guidance for schools and colleges on safeguarding children and safer recruitment.

# data[].attributes.headline
Online harms: eating disorder content - Report from The Center for Countering Digital Hate

# data[].attributes.subject
Online harms: eating disorder content - Report from The Center for Countering Digital Hate

# data[].attributes.body
The Center for Countering Digital Hate has published a new report on harmful eating disorder content on YouTube. Using simulated accounts registered as 13-year-old girls, researchers tested the safety changes made by YouTube since the introduction of the UK’s Online Safety Act. When compared with tests conducted in 2024, findings show YouTube has improved but it still recommends harmful eating disorder content that breach its policies.

Read the report: New report shows YouTube still recommends eating disorder content to children despite safety improvements

# data[].attributes.attachment_link.title
New report shows YouTube still recommends eating disorder content to children despite safety improvements — Center for Countering Digital Hate | CCDH

# data[].attributes.attachment_link.description
YouTube improved protections for teens from harmful eating disorder videos after regulation. But CCDH’s new research shows it is not enough.

# data[].attributes.headline
Online harms: eating disorder content - Report from The Center for Countering Digital Hate

# data[].attributes.subject
Online harms: eating disorder content - Report from The Center for Countering Digital Hate

# data[].attributes.body
The Center for Countering Digital Hate has published a new report on harmful eating disorder content on YouTube. Using simulated accounts registered as 13-year-old girls, researchers tested the safety changes made by YouTube since the introduction of the UK’s Online Safety Act. When compared with tests conducted in 2024, findings show YouTube has improved but it still recommends harmful eating disorder content that breach its policies.

Read the report: New report shows YouTube still recommends eating disorder content to children despite safety improvements

# data[].attributes.attachment_link.title
New report shows YouTube still recommends eating disorder content to children despite safety improvements — Center for Countering Digital Hate | CCDH

# data[].attributes.attachment_link.description
YouTube improved protections for teens from harmful eating disorder videos after regulation. But CCDH’s new research shows it is not enough.

# data[].attributes.headline
Online harms: eating disorder content - Report from The Center for Countering Digital Hate

# data[].attributes.subject
Online harms: eating disorder content - Report from The Center for Countering Digital Hate

# data[].attributes.body
The Center for Countering Digital Hate has published a new report on harmful eating disorder content on YouTube. Using simulated accounts registered as 13-year-old girls, researchers tested the safety changes made by YouTube since the introduction of the UK’s Online Safety Act. When compared with tests conducted in 2024, findings show YouTube has improved but it still recommends harmful eating disorder content that breach its policies.

Read the report: New report shows YouTube still recommends eating disorder content to children despite safety improvements

# data[].attributes.attachment_link.title
New report shows YouTube still recommends eating disorder content to children despite safety improvements — Center for Countering Digital Hate | CCDH

# data[].attributes.attachment_link.description
YouTube improved protections for teens from harmful eating disorder videos after regulation. But CCDH’s new research shows it is not enough.

# data[].attributes.headline
AI-generated child sexual abuse material (The Survivors Trust)

# data[].attributes.subject
AI-generated child sexual abuse material (The Survivors Trust)

# data[].attributes.body
The Survivors Trust has launched a new film on AI-generated child sexual abuse material. It highlights the prevalence of the problem and the impact it has on young people and their families, looking at how online harm can lead to real-world grooming, coercion and abuse. The film is part of a campaign to encourage people to start talking openly about online harms, grooming and child sexual abuse.

Watch the film: AI-generated abuse: close to home

# data[].attributes.attachment_link.title
AI-generated abuse: Close to Home - The Survivors Trust

# data[].attributes.attachment_link.description
AI-generated sexual abuse and exploitation is growing. 3,440 AI-generated videos of child sexual abuse were found in 2025, compared to just 13 in 2024.*

# data[].attributes.headline
AI-generated child sexual abuse material (The Survivors Trust)

# data[].attributes.subject
AI-generated child sexual abuse material (The Survivors Trust)

# data[].attributes.body
The Survivors Trust has launched a new film on AI-generated child sexual abuse material. It highlights the prevalence of the problem and the impact it has on young people and their families, looking at how online harm can lead to real-world grooming, coercion and abuse. The film is part of a campaign to encourage people to start talking openly about online harms, grooming and child sexual abuse.

Watch the film: AI-generated abuse: close to home

# data[].attributes.attachment_link.title
AI-generated abuse: Close to Home - The Survivors Trust

# data[].attributes.attachment_link.description
AI-generated sexual abuse and exploitation is growing. 3,440 AI-generated videos of child sexual abuse were found in 2025, compared to just 13 in 2024.*

# data[].attributes.headline
AI-generated child sexual abuse material (The Survivors Trust)

# data[].attributes.subject
AI-generated child sexual abuse material (The Survivors Trust)

# data[].attributes.body
The Survivors Trust has launched a new film on AI-generated child sexual abuse material. It highlights the prevalence of the problem and the impact it has on young people and their families, looking at how online harm can lead to real-world grooming, coercion and abuse. The film is part of a campaign to encourage people to start talking openly about online harms, grooming and child sexual abuse.

Watch the film: AI-generated abuse: close to home

# data[].attributes.attachment_link.title
AI-generated abuse: Close to Home - The Survivors Trust

# data[].attributes.attachment_link.description
AI-generated sexual abuse and exploitation is growing. 3,440 AI-generated videos of child sexual abuse were found in 2025, compared to just 13 in 2024.*

# data[].attributes.headline
AI, Deepfakes and Safeguarding - what you need to know (Safeguarding Associates for Excellence)

# data[].attributes.subject
AI, Deepfakes and Safeguarding - what you need to know (Safeguarding Associates for Excellence)

# data[].attributes.body
This '7-minute' briefing provides you with information about AI, Deepfakes and Safeguarding.

Key information includes:

Why this topic matters

Understanding the issue

Practice examples

Early signs and indicators

Questions that encourage curiosity

Professional response

What leaders can do

Safeguarding checklist

Key takeaways

Reflective questions

Team discussion & prompt

Further reading

# data[].attributes.headline
AI, Deepfakes and Safeguarding - what you need to know (Safeguarding Associates for Excellence)

# data[].attributes.subject
AI, Deepfakes and Safeguarding - what you need to know (Safeguarding Associates for Excellence)

# data[].attributes.body
This '7-minute' briefing provides you with information about AI, Deepfakes and Safeguarding.

Key information includes:

Why this topic matters

Understanding the issue

Practice examples

Early signs and indicators

Questions that encourage curiosity

Professional response

What leaders can do

Safeguarding checklist

Key takeaways

Reflective questions

Team discussion & prompt

Further reading

# data[].attributes.headline
What Parents & Educators Need to Know about Antisemitism (oe-page guide from National College)

# data[].attributes.subject
What Parents & Educators Need to Know about Antisemitism (oe-page guide from National College)

# data[].attributes.body
This guide helps adults recognise antisemitism, challenge harmful stereotypes and support young people to discuss global events responsibly.

Antisemitism can appear through stereotypes, conspiracy theories, Holocaust distortion and the collective blaming of Jewish people for global events. This guide helps parents and educators recognise how anti-Jewish racism may surface in classrooms, popular culture and online spaces, while explaining why even seemingly ‘positive’ stereotypes can be harmful, dehumanising and damaging to young people’s understanding.

From challenging coded extremist language to approaching conversations about Israel and global injustice with care, the guide offers practical advice for supporting children and young people. It explores how adults can unpick conspiracy thinking, explain the Holocaust accurately and encourage thoughtful, informed discussion — helping learners reject scapegoating, recognise prejudice and respond to antisemitism with confidence.

The guide is available to download here: What Parents & Educators Need to Know about Antisemitism

# data[].attributes.attachment_link.title
What Parents & Educators Need to Know about Antisemitism

# data[].attributes.attachment_link.description
This guide helps adults recognise antisemitism, challenge harmful stereotypes and support young people to discuss global events responsibly.

# data[].attributes.headline
What Parents & Educators Need to Know about Antisemitism (oe-page guide from National College)

# data[].attributes.subject
What Parents & Educators Need to Know about Antisemitism (oe-page guide from National College)

# data[].attributes.body
This guide helps adults recognise antisemitism, challenge harmful stereotypes and support young people to discuss global events responsibly.

Antisemitism can appear through stereotypes, conspiracy theories, Holocaust distortion and the collective blaming of Jewish people for global events. This guide helps parents and educators recognise how anti-Jewish racism may surface in classrooms, popular culture and online spaces, while explaining why even seemingly ‘positive’ stereotypes can be harmful, dehumanising and damaging to young people’s understanding.

From challenging coded extremist language to approaching conversations about Israel and global injustice with care, the guide offers practical advice for supporting children and young people. It explores how adults can unpick conspiracy thinking, explain the Holocaust accurately and encourage thoughtful, informed discussion — helping learners reject scapegoating, recognise prejudice and respond to antisemitism with confidence.

The guide is available to download here: What Parents & Educators Need to Know about Antisemitism

# data[].attributes.attachment_link.title
What Parents & Educators Need to Know about Antisemitism

# data[].attributes.attachment_link.description
This guide helps adults recognise antisemitism, challenge harmful stereotypes and support young people to discuss global events responsibly.

# data[].attributes.headline
What Parents & Educators Need to Know about Antisemitism (oe-page guide from National College)

# data[].attributes.subject
What Parents & Educators Need to Know about Antisemitism (oe-page guide from National College)

# data[].attributes.body
This guide helps adults recognise antisemitism, challenge harmful stereotypes and support young people to discuss global events responsibly.

Antisemitism can appear through stereotypes, conspiracy theories, Holocaust distortion and the collective blaming of Jewish people for global events. This guide helps parents and educators recognise how anti-Jewish racism may surface in classrooms, popular culture and online spaces, while explaining why even seemingly ‘positive’ stereotypes can be harmful, dehumanising and damaging to young people’s understanding.

From challenging coded extremist language to approaching conversations about Israel and global injustice with care, the guide offers practical advice for supporting children and young people. It explores how adults can unpick conspiracy thinking, explain the Holocaust accurately and encourage thoughtful, informed discussion — helping learners reject scapegoating, recognise prejudice and respond to antisemitism with confidence.

The guide is available to download here: What Parents & Educators Need to Know about Antisemitism

# data[].attributes.attachment_link.title
What Parents & Educators Need to Know about Antisemitism

# data[].attributes.attachment_link.description
This guide helps adults recognise antisemitism, challenge harmful stereotypes and support young people to discuss global events responsibly.

# data[].attributes.headline
Update on the Government's new proposals for internet safety (Gov.UK)

# data[].attributes.subject
Update on the Government's new proposals for internet safety (Gov.UK)

# data[].attributes.body
On Wednesday 15th July 2026, the Government announced new measures to protect teenagers online, following last month’s announcement of social media ban for under 16s.

The new measures include overnight social media curfews for 16- and 17-year-olds between midnight and 6am, and restrictions on autoplay and algorithmic feeds, which will be switched off by default. There will also be digital literacy support for children and young people and parents and carers.

Further information is available here: New social media curfews and crackdown on addictive features to better protect 16- and 17-year-olds online - GOV.UK

# data[].attributes.attachment_link.authors[].name
Department for Science, Innovation and Technology

# data[].attributes.attachment_link.title
New social media curfews and crackdown on addictive features to better protect 16- and 17-year-olds online

# data[].attributes.attachment_link.description
Default overnight curfews and addictive features to be switched off automatically to protect 16 and 17-year-olds on social media

# data[].attributes.headline
Online Safety Policy Templates for schools- Updated July 2026 (SWGfL)

# data[].attributes.subject
Online Safety Policy Templates for schools- Updated July 2026 (SWGfL)

# data[].attributes.body
The policy templates have been re-written and updated in April 2026, with further updates in July 2026 to reflect the Keeping Children Safe in Education 2026 updates.

The SWGfL school Online Safety policy templates help schools to address a wide range of online safety policy issues without having to start with a blank page.

The templates include guidance, key elements to include, and also the flexibility to adapt, allowing a school to create an online safety policy that is relevant to their school.

Major Updates - April 2026 - the policy template document has been re-written to simplify the content, making it more accessible for schools and their staff. The updates reflect the most recent guidance in the DfE Keeping Children Safe in Education and the DfE Technical Standards for Schools and Colleges and to take account of new developments in digital technologies - particularly the use of Artificial Intelligence (AI) in schools.

The main changes are:

The new policy templates are shorter and are simplified (without losing important detail)

They reflect the updates to the 360 safe online safety self review tool.

They take account of developments in digital technologies e.g. the use of AI

There is a new appendix on Cyber-security (appendix C3)

A new "Online Safety Policy Statement" (appendix A7) provides a summary of the best practice outlined in the overall policy templates.

With there being such significant changes, schools are recommended to replace previous policies with these new templates and update their own policies as relevant.

Schools using the 360safe online safety self review tool should note that the equivalent aspects in the tool have also been updated.

KCSIE related updates July 2026 - to reflect the additional requirements placed on schools:

for the (at least) annual checking of the effectiveness of filtering and monitoring systems by SLT / DSL and IT provider and the recording of these checks

to integrate filtering and monitoring into safeguarding rather than viewing them as purely technical controls

that AI-related risks should be considered within safeguarding, staff training and curriculum provision

the 4Cs model recognises a broader range of risks and that schools should ensure curriculum planning reflects these evolving risks

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Designed and Developed by Will Earp, South West Grid for Learning Trust Ltd

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International Online Safety Policy Template | SWGfL

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Online Safty Policy Templates for International Schools.

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LGfL Online Safety Policy Templates and Guides - Updated July 2026

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LGfL Online Safety Policy Templates and Guides - Updated July 2026

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LGFL have published their Online Safety Policy and Acceptable Use Policy Templates for pupils, staff, parents, governors and visitors - they are now available to download for free!

LGfL have updated these existing documents to align with the latest legislation and guidance, as well as national trends around online safeguarding, such as:

More detail within the filtering and monitoring section to align with KCSIE 2026

Greater emphasis on the use of Gen AI and the need for schools to have a strategic approach

A warning about the significant safeguarding and data protection risks of wearable technology and the use of recording devices in schools (e.g. image-capturing glasses and earpieces)

Updates related to image sharing and the risk of AI manipulation

Inclusion of the mandatory duty to report child sexual abuse as per the Children’s Wellbeing and Schools Act (2026).

The popular KCSIE Quizzes, Translations and DSL Update will all be available as soon as the final version of KCSIE is published on 01 September

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Search LGfL safeguarding and online safety resources | LGFL

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What Parents & Educators Need to Know about Skin Betting - one-page guide (National College)

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What Parents & Educators Need to Know about Skin Betting - one-page guide (National College)

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A guide to skin betting in games, explaining how virtual items can be gambled and the risks this poses for young players.

Skin betting is an emerging trend where players gamble using in-game cosmetic items that can carry real-world value. This guide helps parents and educators understand how these systems work, why they appeal to young people, and how easily they can blur the line between gaming and gambling.

It also highlights key risks, including unregulated platforms, social pressure and influencer promotion, while offering practical advice on spotting warning signs and putting safeguards in place. Supporting adults to have informed, open conversations, it aims to promote safer, more positive gaming experiences for children and young people.

This guide is available to download here: What You Need to Know: Skin Betting | Free E-Safety Guide

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What Parents & Educators Need to Know about Skin Betting - one-page guide (National College)

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What Parents & Educators Need to Know about Skin Betting - one-page guide (National College)

# data[].attributes.body
A guide to skin betting in games, explaining how virtual items can be gambled and the risks this poses for young players.

Skin betting is an emerging trend where players gamble using in-game cosmetic items that can carry real-world value. This guide helps parents and educators understand how these systems work, why they appeal to young people, and how easily they can blur the line between gaming and gambling.

It also highlights key risks, including unregulated platforms, social pressure and influencer promotion, while offering practical advice on spotting warning signs and putting safeguards in place. Supporting adults to have informed, open conversations, it aims to promote safer, more positive gaming experiences for children and young people.

This guide is available to download here: What You Need to Know: Skin Betting | Free E-Safety Guide

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One in four Gen Z would rather talk to AI than a real person as concerns about loneliness soars (Marmalade Trust and Loneliness Awareness Week)

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One in four Gen Z would rather talk to AI than a real person as concerns about loneliness soars (Marmalade Trust and Loneliness Awareness Week)

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New research from Marmalade Trust shows just how deeply loneliness is affecting young people, with two in three Gen Z reporting feeling lonely at least once a week.

For many, technology has become part of the coping mechanism. One in four of those surveyed say chatting with AI feels less daunting than a real conversation, and the majority have swapped plans with friends for time spent online.

Worryingly, social media isn't filling the gap either. Nearly half say it leaves them feeling more isolated, not less, underlining the need for online spaces that genuinely foster connection rather than replace it.

🔗 Learn more about this study with Loneliness Awareness Week

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One in four Gen Z would rather talk to AI than a real person as concerns about loneliness soars

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• New research reveals rising loneliness among young people, with many choosing ‘digital comfort’ over human connection • One in four (25%) young people find it easier to talk to an AI than a real person and 14% would turn to an AI when feeling lonely • 65% said they’d cancelled social plans to spend time online instead • Nearly half (48%) say home is where they feel most lonely, whilst one in five (19%) feel unsafe or unwelcome in public spaces • 58% of Gen Z are worried about loneliness affe

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One in four Gen Z would rather talk to AI than a real person as concerns about loneliness soars (Marmalade Trust and Loneliness Awareness Week)

# data[].attributes.subject
One in four Gen Z would rather talk to AI than a real person as concerns about loneliness soars (Marmalade Trust and Loneliness Awareness Week)

# data[].attributes.body
New research from Marmalade Trust shows just how deeply loneliness is affecting young people, with two in three Gen Z reporting feeling lonely at least once a week.

For many, technology has become part of the coping mechanism. One in four of those surveyed say chatting with AI feels less daunting than a real conversation, and the majority have swapped plans with friends for time spent online.

Worryingly, social media isn't filling the gap either. Nearly half say it leaves them feeling more isolated, not less, underlining the need for online spaces that genuinely foster connection rather than replace it.

🔗 Learn more about this study with Loneliness Awareness Week

# data[].attributes.attachment_link.title
One in four Gen Z would rather talk to AI than a real person as concerns about loneliness soars

# data[].attributes.attachment_link.description
• New research reveals rising loneliness among young people, with many choosing ‘digital comfort’ over human connection • One in four (25%) young people find it easier to talk to an AI than a real person and 14% would turn to an AI when feeling lonely • 65% said they’d cancelled social plans to spend time online instead • Nearly half (48%) say home is where they feel most lonely, whilst one in five (19%) feel unsafe or unwelcome in public spaces • 58% of Gen Z are worried about loneliness affe

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Guidance to Parents: Children's Images Online (NCA and IWF)

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Guidance to Parents: Children's Images Online (NCA and IWF)

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In line with the guidance to schools, the National Crime Agency and the Internet Watch Foundation have now issued guidance for parents.

Below is a draft paragraph you might want to use for your parents' newsletter.

AI is being used to turn ordinary photos of children into sexual abuse material. The National Crime Agency and Internet Watch Foundation have issued new guidance to help parents make informed choices about sharing images of their children online. It covers reviewing privacy settings, revisiting consent with your child as they grow, and what to do if you're worried.

The parent's guidance can be found here: https://www.iwf.org.uk/resources/ai-child-abuse-imagery-parent-guide/

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Guidance to Parents: Children's Images Online (NCA and IWF)

# data[].attributes.subject
Guidance to Parents: Children's Images Online (NCA and IWF)

# data[].attributes.body
In line with the guidance to schools, the National Crime Agency and the Internet Watch Foundation have now issued guidance for parents.

Below is a draft paragraph you might want to use for your parents' newsletter.

AI is being used to turn ordinary photos of children into sexual abuse material. The National Crime Agency and Internet Watch Foundation have issued new guidance to help parents make informed choices about sharing images of their children online. It covers reviewing privacy settings, revisiting consent with your child as they grow, and what to do if you're worried.

The parent's guidance can be found here: https://www.iwf.org.uk/resources/ai-child-abuse-imagery-parent-guide/

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Guidance to Parents: Children's Images Online (NCA and IWF)

# data[].attributes.subject
Guidance to Parents: Children's Images Online (NCA and IWF)

# data[].attributes.body
In line with the guidance to schools, the National Crime Agency and the Internet Watch Foundation have now issued guidance for parents.

Below is a draft paragraph you might want to use for your parents' newsletter.

AI is being used to turn ordinary photos of children into sexual abuse material. The National Crime Agency and Internet Watch Foundation have issued new guidance to help parents make informed choices about sharing images of their children online. It covers reviewing privacy settings, revisiting consent with your child as they grow, and what to do if you're worried.

The parent's guidance can be found here: https://www.iwf.org.uk/resources/ai-child-abuse-imagery-parent-guide/

# data[].attributes.headline
Guidance to Parents: Children's Images Online (NCA and IWF)

# data[].attributes.subject
Guidance to Parents: Children's Images Online (NCA and IWF)

# data[].attributes.body
In line with the guidance to schools, the National Crime Agency and the Internet Watch Foundation have now issued guidance for parents.

Below is a draft paragraph you might want to use for your parents' newsletter.

AI is being used to turn ordinary photos of children into sexual abuse material. The National Crime Agency and Internet Watch Foundation have issued new guidance to help parents make informed choices about sharing images of their children online. It covers reviewing privacy settings, revisiting consent with your child as they grow, and what to do if you're worried.

The parent's guidance can be found here: https://www.iwf.org.uk/resources/ai-child-abuse-imagery-parent-guide/

# data[].attributes.headline
Guidance to Parents: Children's Images Online (NCA and IWF)

# data[].attributes.subject
Guidance to Parents: Children's Images Online (NCA and IWF)

# data[].attributes.body
In line with the guidance to schools, the National Crime Agency and the Internet Watch Foundation have now issued guidance for parents.

Below is a draft paragraph you might want to use for your parents' newsletter.

AI is being used to turn ordinary photos of children into sexual abuse material. The National Crime Agency and Internet Watch Foundation have issued new guidance to help parents make informed choices about sharing images of their children online. It covers reviewing privacy settings, revisiting consent with your child as they grow, and what to do if you're worried.

The parent's guidance can be found here: https://www.iwf.org.uk/resources/ai-child-abuse-imagery-parent-guide/

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Smart Glasses, including 'Meta' glasses (policy wording example and article, shared by Andrew Hall Safeguarding Group)

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Smart Glasses, including 'Meta' glasses (policy wording example and article, shared by Andrew Hall Safeguarding Group)

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Please note, this article has been copied/pasted from the Andrew Hall Safeguarding Group email on 06.07.2026.

"Recently, I had a new pair of glasses. Whilst I was in the opticians I noticed they were selling Meta glasses. These are glasses with cameras. Now, I admit, before I saw them, I just thought they were glasses with a camera, that you used linked with your phone to take still photos.

The optician told me that the Meta Ray-Bans and similar devices can record HD video and audio continuously, livestream in real time, and upload footage to third-party servers. Not only are they available in high street opticians, but in retailers too, like Argos, John Lewis and Currys. Prices start from £220.

Once only the preserve of James Bond, the public can now buy glasses that could be used to film you without your knowledge or consent. There is a small indicator light to show the glasses are recording, but it easily missed, and in some cases people have had it deliberately disabled. Not only do these glasses record images, they have excellent microphones to record sound.

Meta is perhaps the best-known brand, but other cheaper, unbranded camera glasses with no indicator light at all are available online for as little as £20.

This is clearly raises several issues for schools:

pupils, staff, visitors, parents and contractors could come into the premises wearing these cameras and put at risk:

Safeguarding: images or videos can be captured without consent.

Privacy: live-streaming may inadvertently expose sensitive or identifying information about pupils.

Data protection: such recordings could breach UK GDPR and the Data Protection Act 2018.

Two practical steps:

Update your visitor sign-in procedure to include a declaration covering camera-enabled wearable devices, including glasses; consider whether these devices should be allowed into the school.

Add wearable recording devices (including glasses) to your safeguarding, data protection, acceptable use of IT, behaviour policies and any other relevant policy statements.

To see how one school has worded their communication to parents, see Shrewsbury School's published statement here: https://www.shrewsbury.org.uk/news/2025-11-21/smart-glasses-important-update-for-parents-and-guardians "

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Smart Glasses: Important Update for Parents and Guardians | News | Shrewsbury School

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Smart Glasses: Important Update for Parents and Guardians | News | Shrewsbury School

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Parents and guardians will recently have received a letter from Assistant Deputy Head Mr Henry Exham, outlining the School’s position on the emerging use of Smart Glasses. As highlighted in the l…

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Top Tips for a Tech-Free Summer for Teens (one-page guide from National College)

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Top Tips for a Tech-Free Summer for Teens (one-page guide from National College)

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For many young people, the summer holidays can easily become dominated by phones, gaming, streaming and social media. This guide offers reassuring, realistic advice for parents, carers and educators who want to encourage 11- to 16-year-olds to spend more time offline without making technology feel like the enemy.

From phone-free challenges and micro-adventures to active travel, outdoor clubs and creative alternatives to scrolling, the guide focuses on small, achievable changes. It also highlights the importance of giving teens choice, responsibility and social motivation, helping them build confidence, wellbeing and healthier habits throughout the summer.

The guide is available to download here: Top Tips for a Tech-Free Summer for Teens

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Top Tips for a Tech-Free Summer for Teens

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Help teenagers enjoy a healthier, more balanced summer with practical ideas for swapping screen time for friendship, fresh air and independence.

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Top Tips for a Tech-Free Summer for Teens (one-page guide from National College)

# data[].attributes.subject
Top Tips for a Tech-Free Summer for Teens (one-page guide from National College)

# data[].attributes.body
For many young people, the summer holidays can easily become dominated by phones, gaming, streaming and social media. This guide offers reassuring, realistic advice for parents, carers and educators who want to encourage 11- to 16-year-olds to spend more time offline without making technology feel like the enemy.

From phone-free challenges and micro-adventures to active travel, outdoor clubs and creative alternatives to scrolling, the guide focuses on small, achievable changes. It also highlights the importance of giving teens choice, responsibility and social motivation, helping them build confidence, wellbeing and healthier habits throughout the summer.

The guide is available to download here: Top Tips for a Tech-Free Summer for Teens

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Top Tips for a Tech-Free Summer for Teens

# data[].attributes.attachment_link.description
Help teenagers enjoy a healthier, more balanced summer with practical ideas for swapping screen time for friendship, fresh air and independence.

# data[].attributes.headline
Top Tips for a Tech-Free Summer for Teens (one-page guide from National College)

# data[].attributes.subject
Top Tips for a Tech-Free Summer for Teens (one-page guide from National College)

# data[].attributes.body
For many young people, the summer holidays can easily become dominated by phones, gaming, streaming and social media. This guide offers reassuring, realistic advice for parents, carers and educators who want to encourage 11- to 16-year-olds to spend more time offline without making technology feel like the enemy.

From phone-free challenges and micro-adventures to active travel, outdoor clubs and creative alternatives to scrolling, the guide focuses on small, achievable changes. It also highlights the importance of giving teens choice, responsibility and social motivation, helping them build confidence, wellbeing and healthier habits throughout the summer.

The guide is available to download here: Top Tips for a Tech-Free Summer for Teens

# data[].attributes.attachment_link.title
Top Tips for a Tech-Free Summer for Teens

# data[].attributes.attachment_link.description
Help teenagers enjoy a healthier, more balanced summer with practical ideas for swapping screen time for friendship, fresh air and independence.

# data[].attributes.headline
Looksmaxxing Social Media Trend  - report from Centre for Young Lives

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Looksmaxxing Social Media Trend  - report from Centre for Young Lives

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The Centre for Young Lives has published findings from a study exploring the impact of ‘looksmaxxing’, an online trend focused on maximising physical appearance popular with teenage boys and young men. The report investigates the impact of online masculinity content and ‘looksmaxxing’ through focus groups with 13–to-18-year-olds, expert interviews and undercover research on social media platforms. The report highlights how some boys are feeling pressured into extreme methods of changing their appearance; how harmful content is regularly embedded into every day social media feeds alongside fitness and lifestyle advice; and how ‘looksmaxxing’ content can be a gateway to misogyny and extremism. Recommendations include that Ofcom should formally recognise ‘looksmaxxing’ and harmful masculinity content as an online harm, and more support should be provided for schools to deliver high-quality lessons on masculinity, body image, and online influences.

Read the press release: Toxic “looksmaxxing” social media trend is pushing boys towards extreme body obsession, misogyny, and self-harm

Download the report: “Don’t blame life, blame your face” (PDF)

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Toxic “looksmaxxing” social media trend is pushing boys towards extreme body obsession, misogyny, and self-harm, Centre for Young Lives report warns | Centre for Young Lives | Press Release

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Published: A new report from the Centre for Young Lives thinktank published today (Thursday June 25th) warns that the fast-growing online trend known as “looksmaxxing” is driving some boys and young men towards dangerous body image pressures, extreme behaviours, and misogynistic worldviews.

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Looksmaxxing Social Media Trend  - report from Centre for Young Lives

# data[].attributes.subject
Looksmaxxing Social Media Trend  - report from Centre for Young Lives

# data[].attributes.body
The Centre for Young Lives has published findings from a study exploring the impact of ‘looksmaxxing’, an online trend focused on maximising physical appearance popular with teenage boys and young men. The report investigates the impact of online masculinity content and ‘looksmaxxing’ through focus groups with 13–to-18-year-olds, expert interviews and undercover research on social media platforms. The report highlights how some boys are feeling pressured into extreme methods of changing their appearance; how harmful content is regularly embedded into every day social media feeds alongside fitness and lifestyle advice; and how ‘looksmaxxing’ content can be a gateway to misogyny and extremism. Recommendations include that Ofcom should formally recognise ‘looksmaxxing’ and harmful masculinity content as an online harm, and more support should be provided for schools to deliver high-quality lessons on masculinity, body image, and online influences.

Read the press release: Toxic “looksmaxxing” social media trend is pushing boys towards extreme body obsession, misogyny, and self-harm

Download the report: “Don’t blame life, blame your face” (PDF)

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Toxic “looksmaxxing” social media trend is pushing boys towards extreme body obsession, misogyny, and self-harm, Centre for Young Lives report warns | Centre for Young Lives | Press Release

# data[].attributes.attachment_link.description
Published: A new report from the Centre for Young Lives thinktank published today (Thursday June 25th) warns that the fast-growing online trend known as “looksmaxxing” is driving some boys and young men towards dangerous body image pressures, extreme behaviours, and misogynistic worldviews.

# data[].attributes.headline
Looksmaxxing Social Media Trend  - report from Centre for Young Lives

# data[].attributes.subject
Looksmaxxing Social Media Trend  - report from Centre for Young Lives

# data[].attributes.body
The Centre for Young Lives has published findings from a study exploring the impact of ‘looksmaxxing’, an online trend focused on maximising physical appearance popular with teenage boys and young men. The report investigates the impact of online masculinity content and ‘looksmaxxing’ through focus groups with 13–to-18-year-olds, expert interviews and undercover research on social media platforms. The report highlights how some boys are feeling pressured into extreme methods of changing their appearance; how harmful content is regularly embedded into every day social media feeds alongside fitness and lifestyle advice; and how ‘looksmaxxing’ content can be a gateway to misogyny and extremism. Recommendations include that Ofcom should formally recognise ‘looksmaxxing’ and harmful masculinity content as an online harm, and more support should be provided for schools to deliver high-quality lessons on masculinity, body image, and online influences.

Read the press release: Toxic “looksmaxxing” social media trend is pushing boys towards extreme body obsession, misogyny, and self-harm

Download the report: “Don’t blame life, blame your face” (PDF)

# data[].attributes.attachment_link.title
Toxic “looksmaxxing” social media trend is pushing boys towards extreme body obsession, misogyny, and self-harm, Centre for Young Lives report warns | Centre for Young Lives | Press Release

# data[].attributes.attachment_link.description
Published: A new report from the Centre for Young Lives thinktank published today (Thursday June 25th) warns that the fast-growing online trend known as “looksmaxxing” is driving some boys and young men towards dangerous body image pressures, extreme behaviours, and misogynistic worldviews.

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Protecting staff and Pupils from AI Image Manipulation (LGfL)

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Protecting staff and Pupils from AI Image Manipulation (LGfL)

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Sharing images on your website and social media is a great way to celebrate school life, but advances in technology have introduced a real risk: the unauthorised harvesting and manipulation of school imagery.

A particular concern is where images of pupils or staff have been taken and processed using artificial intelligence tools, such as freely available 'nudification' apps, to create non-consensual, synthetic sexual imagery, including AI-generated child sexual abuse material (AI CSAM). In response, new guidance has been issued to help schools prevent this from happening in their communities.

Please read this blog for more on the risks involved, along with practical actions that you can take.

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AI Image Manipulation - how will you protect staff and pupils?

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Protect your school from AI image harvesting and synthetic manipulation (AI CSAM). Discover practical, proactive safeguarding actions for SLT and DSLs.

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Protecting staff and Pupils from AI Image Manipulation (LGfL)

# data[].attributes.subject
Protecting staff and Pupils from AI Image Manipulation (LGfL)

# data[].attributes.body
Sharing images on your website and social media is a great way to celebrate school life, but advances in technology have introduced a real risk: the unauthorised harvesting and manipulation of school imagery.

A particular concern is where images of pupils or staff have been taken and processed using artificial intelligence tools, such as freely available 'nudification' apps, to create non-consensual, synthetic sexual imagery, including AI-generated child sexual abuse material (AI CSAM). In response, new guidance has been issued to help schools prevent this from happening in their communities.

Please read this blog for more on the risks involved, along with practical actions that you can take.

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AI Image Manipulation - how will you protect staff and pupils?

# data[].attributes.attachment_link.description
Protect your school from AI image harvesting and synthetic manipulation (AI CSAM). Discover practical, proactive safeguarding actions for SLT and DSLs.

# data[].attributes.headline
Protecting staff and Pupils from AI Image Manipulation (LGfL)

# data[].attributes.subject
Protecting staff and Pupils from AI Image Manipulation (LGfL)

# data[].attributes.body
Sharing images on your website and social media is a great way to celebrate school life, but advances in technology have introduced a real risk: the unauthorised harvesting and manipulation of school imagery.

A particular concern is where images of pupils or staff have been taken and processed using artificial intelligence tools, such as freely available 'nudification' apps, to create non-consensual, synthetic sexual imagery, including AI-generated child sexual abuse material (AI CSAM). In response, new guidance has been issued to help schools prevent this from happening in their communities.

Please read this blog for more on the risks involved, along with practical actions that you can take.

# data[].attributes.attachment_link.title
AI Image Manipulation - how will you protect staff and pupils?

# data[].attributes.attachment_link.description
Protect your school from AI image harvesting and synthetic manipulation (AI CSAM). Discover practical, proactive safeguarding actions for SLT and DSLs.

# data[].attributes.headline
Protecting staff and Pupils from AI Image Manipulation (LGfL)

# data[].attributes.subject
Protecting staff and Pupils from AI Image Manipulation (LGfL)

# data[].attributes.body
Sharing images on your website and social media is a great way to celebrate school life, but advances in technology have introduced a real risk: the unauthorised harvesting and manipulation of school imagery.

A particular concern is where images of pupils or staff have been taken and processed using artificial intelligence tools, such as freely available 'nudification' apps, to create non-consensual, synthetic sexual imagery, including AI-generated child sexual abuse material (AI CSAM). In response, new guidance has been issued to help schools prevent this from happening in their communities.

Please read this blog for more on the risks involved, along with practical actions that you can take.

# data[].attributes.attachment_link.title
AI Image Manipulation - how will you protect staff and pupils?

# data[].attributes.attachment_link.description
Protect your school from AI image harvesting and synthetic manipulation (AI CSAM). Discover practical, proactive safeguarding actions for SLT and DSLs.

# data[].attributes.headline
Protecting staff and Pupils from AI Image Manipulation (LGfL)

# data[].attributes.subject
Protecting staff and Pupils from AI Image Manipulation (LGfL)

# data[].attributes.body
Sharing images on your website and social media is a great way to celebrate school life, but advances in technology have introduced a real risk: the unauthorised harvesting and manipulation of school imagery.

A particular concern is where images of pupils or staff have been taken and processed using artificial intelligence tools, such as freely available 'nudification' apps, to create non-consensual, synthetic sexual imagery, including AI-generated child sexual abuse material (AI CSAM). In response, new guidance has been issued to help schools prevent this from happening in their communities.

Please read this blog for more on the risks involved, along with practical actions that you can take.

# data[].attributes.attachment_link.title
AI Image Manipulation - how will you protect staff and pupils?

# data[].attributes.attachment_link.description
Protect your school from AI image harvesting and synthetic manipulation (AI CSAM). Discover practical, proactive safeguarding actions for SLT and DSLs.

# data[].attributes.headline
Gen AI Part 2  - What do school staff need to do? (LGfL)

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Gen AI Part 2  - What do school staff need to do? (LGfL)

# data[].attributes.body
This video is Part 2 of the LGfL's Staff CPD Short videos on Gen AI

This video explores what school staff should know and do about Gen AI.

For free resources on Gen AI please visit https://genai.lgfl.net

# data[].attributes.headline
Gen AI Part 2  - What do school staff need to do? (LGfL)

# data[].attributes.subject
Gen AI Part 2  - What do school staff need to do? (LGfL)

# data[].attributes.body
This video is Part 2 of the LGfL's Staff CPD Short videos on Gen AI

This video explores what school staff should know and do about Gen AI.

For free resources on Gen AI please visit https://genai.lgfl.net

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The Under 16s Social Media Ban: How will it impact schools? (LGfL)

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The Under 16s Social Media Ban: How will it impact schools? (LGfL)

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The Prime Minister has confirmed a ban on under-16s accessing social media, coming into force next year. The details are still emerging, and there's plenty of debate about how it will work in practice, but LGfL have been thinking through what it means for schools. The LGfL's latest blog  pulls together some key questions worth considering now:

How much do you currently use social media in teaching, for example, YouTube in lessons?

Will your filtering policies need to change to reflect the new rules?

How will concerns about children accessing social media be raised?

How will those who feel isolated as a result be supported, particularly the most vulnerable?

Social Media Ban for Under 16s & Schools

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Social Media Ban for Under 16s & Schools

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Understand what the announcement from the government on banning social media for under 16s will mean for schools.

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Under the Influence series - short videos (The New Zealand Herald)

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Under the Influence series - short videos (The New Zealand Herald)

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The "Under the Influence" series by the New Zealand Herald explores the impact of social media on young people, particularly focusing on the manosphere, which promotes extreme and often misogynistic ideas about masculinity. The series highlights how these online influencers set unrealistic expectations regarding success, wealth, and relationships, often exploiting young people's insecurities and loneliness through repetitive messaging. The director emphasizes the cumulative effects of such content, suggesting that young people consume vast amounts of harmful information daily, which can lead to deeper engagement with these influences.

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A new video series investigating social media’s darkest side, told through the disturbing real experiences of young New Zealanders.

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My child is worried about today's social media ban announcement. What can I do? (Anti-Bullying Alliance)

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My child is worried about today's social media ban announcement. What can I do? (Anti-Bullying Alliance)

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Many children and young people will have seen headlines about a possible social media ban for under 16s and may be feeling confused, worried, angry or upset.

At the Anti-Bullying Alliance, we know that online spaces can sometimes be places where bullying happens. However, they can also provide important sources of friendship, support and belonging. This can be especially true for children who are experiencing bullying, who may feel particularly connected to online communities, friendship groups or support networks that help them feel understood and less alone.

This article provides some top tips about how to support children who may be worried about the announcement.

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Growing Up Digitally: A Guide for Parents and Carers - interactive 'course' (MicroLink)

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Growing Up Digitally: A Guide for Parents and Carers - interactive 'course' (MicroLink)

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In today’s fast-moving digital world, parents and carers face growing complexity in supporting their children. The rapid evolution of smartphones, social media and artificial intelligence has created both opportunity and anxiety, often leaving families uncertain about how to balance safety, connection and independence.

Growing Up Digitally: A Guide for Parents and Carers, responds directly to this challenge. It provides calm, practical and evidence-informed guidance, enabling parents to make confident decisions across all stages of childhood - from early years through to adolescence.

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Growing up in a digital world: A guide for parents and carers

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Growing Up Digitally: A Guide for Parents and Carers - interactive 'course' (MicroLink)

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Growing Up Digitally: A Guide for Parents and Carers - interactive 'course' (MicroLink)

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In today’s fast-moving digital world, parents and carers face growing complexity in supporting their children. The rapid evolution of smartphones, social media and artificial intelligence has created both opportunity and anxiety, often leaving families uncertain about how to balance safety, connection and independence.

Growing Up Digitally: A Guide for Parents and Carers, responds directly to this challenge. It provides calm, practical and evidence-informed guidance, enabling parents to make confident decisions across all stages of childhood - from early years through to adolescence.

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Growing up in a digital world: A guide for parents and carers

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Online Safety Mini Webinars for Parents and Carers (SBNI - shared via ABA)

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Online Safety Mini Webinars for Parents and Carers (SBNI - shared via ABA)

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This mini webinar series has been created by online safety experts at Childnet and funded and supported by the Safeguarding Board for Northern Ireland (SBNI), with input and review from partner organisations, under the NI Executive’s Online Safety Strategy.

They are designed for parents and carers, and may also be helpful for wider family members and professionals supporting children and young people.

Each video:

lasts around 15-20 minutes

focuses on one topic at a time

can be watched when it suits you

Topics include:

Privacy settings and parental controls

Group chats and peer pressure

Online bullying and sexual harassment

Nude image sharing

Grooming, catfishing and sextortion

Online pornography and misogyny

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Online Safety Mini Webinars for Parents and Carers - Safeguarding Board for Northern Ireland

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Mini webinars offering practical support to help parents and carers recognise and respond to key online harms As the online world continues to change, many families tell us it can feel difficult to know where to start or how best to support their child online. These mini webinars offer clear, practical advice that can be […]

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Online Safety Mini Webinars for Parents and Carers (SBNI - shared via ABA)

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Online Safety Mini Webinars for Parents and Carers (SBNI - shared via ABA)

# data[].attributes.body
This mini webinar series has been created by online safety experts at Childnet and funded and supported by the Safeguarding Board for Northern Ireland (SBNI), with input and review from partner organisations, under the NI Executive’s Online Safety Strategy.

They are designed for parents and carers, and may also be helpful for wider family members and professionals supporting children and young people.

Each video:

lasts around 15-20 minutes

focuses on one topic at a time

can be watched when it suits you

Topics include:

Privacy settings and parental controls

Group chats and peer pressure

Online bullying and sexual harassment

Nude image sharing

Grooming, catfishing and sextortion

Online pornography and misogyny

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Online Safety Mini Webinars for Parents and Carers - Safeguarding Board for Northern Ireland

# data[].attributes.attachment_link.description
Mini webinars offering practical support to help parents and carers recognise and respond to key online harms As the online world continues to change, many families tell us it can feel difficult to know where to start or how best to support their child online. These mini webinars offer clear, practical advice that can be […]

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Online Safety Mini Webinars for Parents and Carers (SBNI - shared via ABA)

# data[].attributes.subject
Online Safety Mini Webinars for Parents and Carers (SBNI - shared via ABA)

# data[].attributes.body
This mini webinar series has been created by online safety experts at Childnet and funded and supported by the Safeguarding Board for Northern Ireland (SBNI), with input and review from partner organisations, under the NI Executive’s Online Safety Strategy.

They are designed for parents and carers, and may also be helpful for wider family members and professionals supporting children and young people.

Each video:

lasts around 15-20 minutes

focuses on one topic at a time

can be watched when it suits you

Topics include:

Privacy settings and parental controls

Group chats and peer pressure

Online bullying and sexual harassment

Nude image sharing

Grooming, catfishing and sextortion

Online pornography and misogyny

# data[].attributes.attachment_link.title
Online Safety Mini Webinars for Parents and Carers - Safeguarding Board for Northern Ireland

# data[].attributes.attachment_link.description
Mini webinars offering practical support to help parents and carers recognise and respond to key online harms As the online world continues to change, many families tell us it can feel difficult to know where to start or how best to support their child online. These mini webinars offer clear, practical advice that can be […]

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Com Networks: Shareable resource to support young people (Ineqe)

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Com Networks: Shareable resource to support young people (Ineqe)

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This resource explains what Com Networks are, the red flags and how to make a safe exit and access support.

This shareable can be posted on school walls, sent home or used as a guide to discuss Com Networks - malicious online communities which seek to create false friendships with young people then use this closeness to coerce them into doing dangerous dares or expose them to real harm.

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Understanding Com Networks - A Safeguarding Update for Families and Professionals (Ineqe and the National Crime Agency)

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Understanding Com Networks - A Safeguarding Update for Families and Professionals (Ineqe and the National Crime Agency)

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In the evolving landscape of online safety, a new term, Com Network (short for Community Network), has arisen. These groups are seemingly innocent but can cause immense harm both online and offline, including physical, sexual and financial crimes.

The National Crime Agency (NCA) has issued a high-level warning regarding these online communities as reports in the UK surged between 2022 and 2024.

Read the Ineqe article here: Understanding Com Networks: A Safeguarding Update for Families and Professionals - Ineqe Safeguarding Group

Read the full NCA press release here: Sadistic online harm groups putting people at unprecedented risk, warns the NCA - National Crime Agency

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Understanding Com Networks: A Safeguarding Update for Families and Professionals

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What are Com Networks? Read our safeguarding update on these high-pressure digital communities. Learn to recognise the red flags of ‘The Com,’ understand NCA warnings on surge in reports, and find practical advice for families and professionals.

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Com Networks: Shareable resource to support young people (Ineqe)

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Com Networks: Shareable resource to support young people (Ineqe)

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This resource explains what Com Networks are, the red flags and how to make a safe exit and access support.

This shareable can be posted on school walls, sent home or used as a guide to discuss Com Networks - malicious online communities which seek to create false friendships with young people then use this closeness to coerce them into doing dangerous dares or expose them to real harm.

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Com Networks: Shareable resource to support young people (Ineqe)

# data[].attributes.subject
Com Networks: Shareable resource to support young people (Ineqe)

# data[].attributes.body
This resource explains what Com Networks are, the red flags and how to make a safe exit and access support.

This shareable can be posted on school walls, sent home or used as a guide to discuss Com Networks - malicious online communities which seek to create false friendships with young people then use this closeness to coerce them into doing dangerous dares or expose them to real harm.