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Module 1: An Introduction to Online Safety

Module 2: Media Literacy

Module 3: Cyberbullying

Module 4: Online Relationships and Sexting

Module 5: Hate Speech and Radicalisation

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https://v.gd/1k5MKu

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We have pointed to the important role education, civil society actors and social media platforms play in protecting an empowering children and young people online. Yet, governments have the final responsibility to make sure there is a robust system of law enforcement and criminal law sanctions in place against illegal hate speech and online content, contact or conduct promoting extremism or terrorism.

Therefore, if you have concerns that one of your pupils is being, or has been, radicalised or incited to violence or prejudicial action, you should follow your school’s standard safeguarding procedures.

Within this context, you can:

Contact your local authority or police force – if the child has not committed a criminal offence, the police and local authority will discuss your concerns, suggest how they can best protect the child, and help you gain access to all the support and advice you need.

In many countries, the Department for Education also has a counter-extremism point-of-contact for advice and support.

If in doubt, contact a national helpline – various helplines exist, both as part of the Insafe network and Child Helpline International.

INHOPE is an active and collaborative global network of Hotlines, dealing with illegal content online. While several Hotlines more specifically focus on child sexual abuse, many of them also deal with other types of illegal content, such as racism and xenophobia, incitement to hatred, and so forth.

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Against the background of continued political pressure (sometimes combined with a threat of financial sanctions), big social media companies such as Facebook, Twitter and YouTube have all put community guidelines and reporting mechanisms in place to combat the spread of (certain types) of online hate speech and extremism.

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5.4 Counterspeech and other forms of campaigning

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5.4 Counterspeech and other forms of campaigning

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The term counterspeech refers to responses or content that is created to counter a range of extremisms and hate speech online. A counter-narrative is a tool to challenge the ideologies, narratives and stories of violent extremists. The purpose of a counter-narrative is to discredit, deconstruct and demystify extremist messages. They can do this by using logical or factual arguments or using satire and humour. They can be as specific or nuanced, as direct or indirect, as the person or group creating them wants to make them.

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The No Hate Speech Movement is campaign against the expressions of hate speech online in all its forms, including those that most affect young people, such as forms of cyber-bullying and cyber-hate.

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5.3 Education approaches to promote critical thinking and mutual respect

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5.3 Education approaches to promote critical thinking and mutual respect

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The term counterspeech refers to responses or content that is created to counter a range of extremisms and hate speech online. A counter-narrative is a tool to challenge the ideologies, narratives and stories of violent extremists. The purpose of a counter-narrative is to discredit, deconstruct and demystify extremist messages. They can do this by using logical or factual arguments or using satire and humour. They can be as specific or nuanced, as direct or indirect, as the person or group creating them wants to make them.

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Childnet has created a resource which is designed to support teachers in exploring critical thinking online.

The 'Trust Me' resource has been created with teachers in mind after hearing from schools that they wanted a resource which would start the conversations around extremism and extreme online content.

The main aim of this resource is to educate young people around inaccurate and pervasive information that they might come across online. This resource is by no means a solution to the issues that are facing young people online but is intended to stimulate and facilitate discussions around online risk.

Developed in partnership with the London Grid for Learning (LGfL) Safeguarding Board, the resource contains lesson plans for both primary and secondary level that aim to empower educators to discuss how to think critically around the areas of content, contact, and propaganda material that may seek to persuade or change their views.

We have also produced a set of teachers guidance which contains the appropriate background documents for schools and additional content to help you to deliver this resource to pupils. It will give you an overview of the relevant laws online and definitions to support you in answering any questions which may arise during these sessions.

We hope that teachers will adapt these packs to suit their pupils and have created all the content under a creative commons licence so any changes can be made so they fit the specific needs of each school.

Packs containing lesson plans, worksheets and guidance

Any feedback from using the resource would be greatly appreciated and can be shared here: www.surveymonkey.co.uk/r/Trust-me

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The 'Trust Me' resource has been created with teachers in mind after hearing from schools that they wanted a resource which would start the conversations around extremism and extreme online content. The main aim of this resource is to educate young people around inaccurate and pervasive information that they might come across online.

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If you were to have concerns about one or several of your pupils being radicalised, how would you respond? If in doubt, find some inspiration at the educate.against.hate website.

1. I would follow our school’s standard safeguarding procedures – this includes discussing the issue with our designated safeguarding lead.

2. I would contact the local authority or police.

3. I would try to have a meaningful conversation with these pupils, giving them the chance to tell what they really think, letting them know they can trust me, while being honest myself why I feel negative about extremism.

4. I would raise the issue with their parents, explaining my worries, finding out if they also have noticed anything out of the ordinary, and looking for possible solutions together.

5. I would provide a safe environment in the classroom, encouraging these pupils to discuss social and political issues with their peers, building their resilience to extremist ideas and prepare them for an active and responsible role in society.

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Violent radicalisation online is a complex process whereby individuals, through their online interactions and exposure to various types of internet content, come to view violence as a legitimate method of solving social and political conflicts. Some of those violently radicalised via the internet may go on to commit acts of terrorism.

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YouTube Creators for Change: Humza Arshad

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Hate speech through social media is rapidly increasing and has the potential to reach a much larger audience than extremist print media were able to reach. Because of its anonymous nature, people are also likely to say things online which they would not say in person. In a 2016 Survey: 82% of 13-18s said they have seen something hateful on the internet about a certain group in the last year, which made them angry (37%), sad (34%) or shocked (30%).

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Module 5: Hate Speech and Radicalisation

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Module 5: Hate Speech and Radicalisation

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5.1 What is online hate speech?

“The internet has become an important vehicle for promoting racism and intolerance.”
ECRI annual report, 2015

The Council of Europe defines hate speech as covering“all forms of expression which spread, incite, promote or justify racial hatred, xenophobia, anti-Semitism or other forms of hatred based on intolerance, including: intolerance expressed by aggressive nationalism and ethnocentrism, discrimination and hostility against minorities, migrants and people of immigrant origin.”

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No Hate Ninja Project - A Story About Cats, Unicorns and Hate Speech

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Useful resources following the webinar with Facebook

Help centre: This contains a wealth of information and can be accessed herehttps://www.facebook.com/help/

Think Before You Share is an initiative which encourages users to think carefully about the content that they are sharing online and which provides tips on how to fix things that have gone wrong. The PDF can be accessed herehttp://mediasmarts.ca/sites/mediasmarts/files/pdfs/tipsheet/TipSheet_Think_Before_You_Share_2.pdf

End Bullying Be Kind Online is another initiative which aims to tackle LGBT abuse. A PDF can be accessed here https://fbnewsroomus.files.wordpress.com/2016/07/lgbt_guide_uk.pdf

A guide to staying safe on Facebook was produced with Women’s Aid in Ireland and contains information dedicated to women at risk – possibly who have been victims of domestic violence or who have been targeted by an ex-partner. It can be downloaded herehttps://fbnewsroomus.files.wordpress.com/2016/10/womensaidirelandfacebooksafetyguide.pdf

Safety Centre - https://www.facebook.com/safety
This has lots of practical tools and tips including videos. The content is available in over 50 languages and there are lots of PDFs which can be downloaded and well as information on how to connect with experts locally.

Bullying Prevention Hub - https://www.facebook.com/safety/bullying
This was developed in partnership with the Yale Centre for Emotional Intelligence. It has recently been refreshed and is a resource for teens, parents and educators who are seeking support and help for issues related to bullying. It offers step-by-step plans including guidance on how to start important conversations for people being bullied. This is focused on actions and signposts to experts in different countries.

Parents Portal - https://www.facebook.com/safety/parents
The idea of the parent portal is to enable parents to have conversations with their children about what they are doing online and who they are connecting with.
Privacy Checkup - https://www.facebook.com/help/443357099140264/

The Privacy Checkup helps you review who can see your posts and info from your profile, like your phone number and email address. It also shows you your settings for apps you’ve logged into with Facebook.

You can use the Privacy Checkup to review and adjust your privacy settings to help make sure that you’re sharing with who you want.

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1. The law on sharing intimate content

2. When online sharing goes wrong

3. Victim blaming

4. Peer pressure and non-consensual sharing

5. The influence of media and gender stereotypes

6. Getting help

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

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4.2 The net effect and online reputation

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4.2 The net effect and online reputation

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Several years ago Danah Boyd spoke of the net effect where she described how being online changed the way that people behaved for a number of reasons. We have to remember that the socializing, the behaviour and development of adolescents haven’t really changed that much, but users of social media who are not thinking critically about what they are doing can get into trouble.

There are six key areas to consider:

1. Disinhibition – the lack of visual cues (in some online communication) can reduce empathy. The absence of body language, tone of voice, context and facial expressions can lead to people saying things online that they would never do in a face-to-face situation.

2. Persistence and searchability – the internet provides a permanent searchable archive. Anything which goes online can stay online.

3. Replicability – the internet provides the ability to copy and paste from anywhere to anywhere. In terms of online identity this can be problematic as a message or image intended for one person can easily be replicated and accessed by others. Users need to be able to trust the people they share content with. At another level the proliferation of free download sites such as putlocker, popcorn time and moveitube have led to widespread piracy and copyright violations with many young people thinking that it is acceptable to download content as it’s on the internet, I didn’t put it there so it must be okay.

4. Scalability – as Justine Sacco discovered a careless tweet can change your life. She was making a business trip to South Africa and before she boarded her flight sent a tweet that she thought was amusing, making a comment about AIDS in Africa. It was very racist and offensive. Before her plane had landed in Cape Town she had been sacked but she had also become an internationally renowned hated figure. Her life has completely changed as a result. Her name was trending on Twitter for quite some time with millions of people appalled at what she had said. The viral nature of communication on the internet can be scary when it doesn’t work in your favour.

5. Invisible audiences – if you post something publicly it is impossible to know who is watching or reading. It is very important to remember that not everyone will agree with you or see things from your point of view.

6. Blurring of public and private – boundaries are unclear online. Although an individual may post something privately to a small group of followers, they can easily repost or retweet with unintended consequences.

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The most comprehensive people search. Pipl is the place to find the person behind the email address, social username or phone number.

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A Common Sense Media research brief on Children, Teens, Media and Body Image found that 35% of teens who were active on social networks reported having worried about people tagging them in unattractive photos; 27% reported feeling stressed out about how they look when they post pictures and 22% reported feeling bad about themselves when nobody comments on or “likes” the photos they post. Though boys and girls alike reported having these feelings, they were more common among girls. Girls often talk about needing to look a certain way when they are online and say that they are expected to live up to unrealistic expectations of what they should look like. The video below shows clearly how images often portray an unrealistic representation.
Another report from the Children’s Society found that 34% of 10-15 year old girls were unhappy with their appearance and also noted that much of this unhappiness was due to pressure from social networking.

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I am a foreign languages teacher with a specialisation in special needs education so I teach every subjects to students with special needs at the Secondary School (11-14 y. o.). Online safety is basic for teachers and for parents in order to defend students from online dangers.

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A colleagues and I, we worked with our students on similar pictures and situations as option 1, but cyberbullying resulted a little more difficult to be understood than bullying because it's much more hidden and sneaky. Anyway well-being is necessary in real life as well as in virtual life: we need to feel safe and calm everywhere, in every dimension.

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I'm going to submit the questionnaire to my students as I think it is interesting for them and for me to understand how high is their self-awareness.
My result: 33... a fox ;)

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Well-being online is as important as in the offline world, it’s a collective responsibility and we all have a role to play!

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Right resources and ideas are basic to open students' mind, but switching to lecturing to discussing is important too because in that way they can express their own opinions and doubts, they can really understand the matter and it's the right moment for teachers to help them in a positive way, so that they can become aware of the phenomen and can understand how to cope with it and help friends.

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3.4 How to set up an effective peer-support scheme?

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3.4 How to set up an effective peer-support scheme?

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Developing social and emotional learning skills

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Developing social and emotional learning skills

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ENABLE, empower children, eliminate bullying

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ENABLE (European Network Against Bullying in Learning and Leisure Environments) aims to tackle bullying in a holistic way, helping young people exercise their fundamental rights in the home, school, class and community (i.e. peer group). Using a unique approach that combines social and emotional learning (SEL) with Peer Support, the ENABLE team strives to provide school staff with the skills, knowledge and confidence that can help them establish an effective student Peer Support scheme in their schools and develop their students' social and emotional skills. To find out more about the project, go to About.

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

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Teaching  social and emotional skills can help students to become aware of bullying. A colleague  and I realized that sometimes they can't even recognize it. So we dedicated few lessons to make students working on it. Our Lesson plan is very similar to the following:
http://enable.eun.org/c/document_library/get_file?uuid=51cd3ca0-5929-41bc-8d66-eac8b6f38fec&groupId=4467490.
What we have added is the realisation of a video about bullying, filmed by students under the direction our Art colleagues. After all it's a transdisciplinar subject.

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3.2 How does the internet change bullying?

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3.2 How does the internet change bullying?

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Have a look at further resources below and find more information and advice on how to tackle this issue:

Cyber-Bullying First Aid App

The #Up2Us Anti-Bullying Kit

Cyberbullying Guidance by Childnet

Furthermore, have a look at the video below. ‘Let’s fight together’ is an award winning film resources for 11-15 year olds created by Childnet, it helps to sensitise people to the hurt and pain that can be caused by cyberbullying. The film shows ways in which cyberbullying can occur, who it involves, how it can affect different people, and what can be done to prevent it and respond to it.

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

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

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

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

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

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All people using Internet (to study, to work, to enjoy their time) are participating to a common, incredible, virtual and real world, which assumes a political meaning of course. What is basic is that we must be responsible and know the risks connected with its use. Teachers and parents should teach it to kids in order to defend them from risks.

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Media Scholar Henry Jenkins on Participatory Culture and Civic Engagement

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1.1	The challenges faced by young people when they are online

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1.1	The challenges faced by young people when they are online

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Believing everything on the internet 74
inappropiate use of social media 71
pressure to behave in a certain way or to look a certain way 70
inappropriate content 68
Inappropriate use of social media 65
Excessive use / Online addiction 65
cyberbulling 64
learn to have a responsible and respectful approach 64
Unknown connections, sexting, abnormal photographic presentations 61
Seeing something inappropriate 61

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Learning to survive in a world dominated by the internet should be as important for children as reading and writing
In 2006 the European Parliament recognized Digital Literacy as one of the eight key competences that every European citizen should master, and as one of the four foundational skills for learning. Further, enhancing Digital Literacy is one of seven pillars in the European Commission’s 2020 Digital Agenda for Europe

Go to https://www.betterinternetforkids.eu/web/portal/resources

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

A photograph from a party or social event may not necessarily create the right image or set the right example. A photograph is a split second in time, but such images or careless comments can give others the wrong impression and cause problems that last far beyond that moment.

Many employers routinely check the social media accounts and web presence of potential employees and schools are doing the same. One headteacher recently remarked that it was better for him to check from the outset rather than have parents do it later on and cause issues.

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I would read this article with my students: http://www.snopes.com/crayola-retire-dandelion-crayon/
Then I would ask the following questions from the CRAP list:
Currency -

How recent is the information?

How recently has the website been updated?

Is it current enough for your topic?

* Reliability -

What kind of information is included in the resource?

Is content of the resource primarily opinion? Is is balanced?

Does the creator provide references or sources for data or quotations?

* Authority -

Who is the creator or author?

Who is the published or sponsor?

What is the publisher’s interest (if any) in this information?

Are there advertisements on the website?

* Purpose/Point of View -

Is this fact or opinion?

Is the creator/author trying to sell you something?
In the end I would show them that it's a fake piece of new.

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1.4	A whole-school approach to online safety

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1.4	A whole-school approach to online safety

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Are all of these areas being addressed in your school? Can you identify colleagues who can work alongside you to help pinpoint strengths and weaknesses in your school?
In some countries, there is a requirement to teach online safety as part of the curriculum, but this is not the case everywhere. Ideally, online safety should be:

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

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

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

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

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

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

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1.5. Campaign for a safer and better internet!

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1.5. Campaign for a safer and better internet!

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

Every year, for the last 14, Safer Internet Day (SID) has been celebrated in February, right across the globe.

This year, SID took place on 7 February 2017 with a theme of “Be the change: Unite for a better internet”, with more than 130 countries participating.

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Uploaded by Microsoftbelux on 2015-02-18.

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"On Facebook we’re not the customers. We are the product.”
Douglass Rushkoff, 2011
because
“if you’re not paying for the product, you are the product”.

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

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Module 4: Online Relationships and Sexting

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Module 4: Online Relationships and Sexting

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1. what it’s like to grow up in this digital age/environment and consider what are the pressures facing young people.

2. sexting, something which most schools are having to deal with and try to understand why young people engage in this risky practice and what can be done to support them (and also their families).

3. the resources we can use to educate pupils and parents about sexting and associated issues such as sextortion.

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(Cyber-) bullying is any behavior that repeatedly makes someone feel upset, uncomfortable and/or unsafe. This is usually deliberate, and can take forms such as verbal, indirect and physical.

Cyberbullying is the intent to offend, threaten, block or harass others by using technical devices such as the internet and mobile phones. The perpetrator - also called "bully" - is seeking a victim who cannot defend himself against the attacks.