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This lesson plan is thought for a first class of upper secondary school (14-15 aged). It is a quite long programme thought to face the main features of online risks and it requires its time. It is suited for teenagers who are having a deeper use of internet, although they are not totally aware about it.

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Webwise Parents Hub

The Webwise Parents Hub is the key internet safety online access point for parents in Ireland. It provides free advice, information, and resources to ensure that your child makes the most of their time online. Get advice from experts in parenting, education, technology and psychology, access Explainer Guides to popular apps and platforms, How To Guides, downloadable resources, and much more.

This guide gives parents support, advice and information to help their children have a positive experience online. Topics explored in the guide include cyberbullying, screen time, sexting, social media and online pornography.

#TalkListenLearn

The #TalkListenLearn campaign supports children and parents/guardians online.
Having regular open conversations is one of the most effective ways of supporting your child online. The #TalkListenLearn campaign has a range of free resources and advice to support families, and you can start the chat using our Topic Generator!

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Internet Safety Resources: Get free lessons on cyberbullying

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Webwise teaching resources help young people learn how to use new media in a safe and positive way. Topics covered include privacy and cyberbullying.

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360 degree safe is intended to help schools review their online safety policy and practice. The review takes you through each aspect of online safety, helping you to collaborate, report, and progress.
Start Review

The 360 degree safe tool and the supporting policy templates have been updated in September 2023 to take account of the latest DfE Keeping Children Safe in Education guidance and the updated DfE Technical Standards for Schools and College. Find out about the changes we have made here!
Welcome to 360 degree safe, the award winning online safety self-review tool for schools. The tool provides:

Information that can influence the production or review of online safety policies and develop good practice.

A process for identifying strengths and areas for development.

Opportunities for commitment and involvement from the whole school.

A continuum for schools to discuss how they might move from a basic level of provision for online safety to practice that is aspirational and innovative.

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"360 degree safe engages the school community, provides an excellent way for schools to move forward, is free, comprehensive, easy to use and has clearly been developed with users in mind. It provides advice and resources that save time." - BETT Award Winner - Leadership & Management

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Website designed and developed by Will Earp, SWGfL

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Online Safety Self-Review Tool for Schools

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360 degree safe is a free tool to help schools review their Online Safety policy and practice. We walk you through each aspect of Online Safety, helping you to collaborate, report, and progress.

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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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INHOPE is a collaborative network of 46 hotlines in 40 countries worldwide, dealing with illegal content online and committed to stamping out child sexual abuse from the Internet.

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Identify a social media platform which is popular among your pupils, and use the checklist/questionnaire to explore its community guidelines and terms of use.
My students have chosen facebook.

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Questionnaire about social media terms done

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Community standards
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. 
For instance, in its Community Standards, Facebook explains it is not only encouraging respectful behaviour, but it also “removes hate speech, which includes content that directly attacks people based on their Race, Ethnicity, National origin, Religious affiliation, Sexual orientation, Sex, gender, or gender identify, or Serious disabilities or diseases.”
While organisations and people dedicated to promoting hatred against these protected groups are not allowed a presence, Facebook heavily relies on its community to report this content to us. Therefore, it also provides guidance on How to Report Things. If you think a message you have received goes against Facebook’s Community Standards, you can report it by filling out a form. Facebook won't let the person know who reported them. However, keep in mind that not everything that may be upsetting violates Facebook’s Community Standards!

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Apart from education and other civil society stakeholders, industry also has an important role to play, particularly for the most inappropriate and/or harmful types of online content, contact and conduct.

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I did not know "No hate speech movement" and I've just discovered that each State has its own national portal. But Italian one seems to be not to much updated.
Above all to involve school it have to be discussed during school council and insert these principles in School Code fo Conduct. Teachers could first propose some activities to his/her students to sensibilize them and then s/he could invite the class to participate to an online campaign.

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Code of conduct of countering hate speech online

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Code of conduct of countering hate speech online

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Taking Action against Hate Speech through Counter and Alternative Narratives

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Within Europe, the most visible campaign against online hate and extremism has surely been the No Hate Speech Movement.
The No Hate Speech Movement is as a youth campaign of the Council of Europe for human rights online, to reduce the levels of acceptance of hate speech and to develop online youth participation and citizenship, including in Internet governance processes. It comes with an excellent publication –Bookmarks – A manual for combating hate speech online through human rights education – which is designed to support the educational work that will enable young people to find their own ways of addressing and coping with hate speech online. It aims to develop the understanding, skills and motivation that they will need in order to play an active role in shaping an internet which pays due respect to human rights and democratic participation principles. Below, we have already included a ten do’s and don’ts coming from the handbook, to give you some immediate inspiration.

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A manual for combating hate speech online through human rights education

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A manual for combating hate speech online through human rights education

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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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What is Counter Speech? Dr. Erin Saltman, from the Institute for Strategic Dialogue, explains what it means and how we can engage in the fight against hate speech. Was ist Counterspeech? Dr. Erin...

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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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Counter-narrative campaigns by Institute of Strategic Dialogue

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Counter-narrative campaigns by Institute of Strategic Dialogue

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ISD has pioneered the development of targeted, scaled counter-narrative campaigns, bringing credible voices from grassroots networks together with world-leading tech, social media and marketing capabilities. ISD has trialled and measured interventions across the radicalisation spectrum from educational resources to inoculate young people, to one to one interventions with radicalised individuals in social media.

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Counter-narrative Campaigns - Institute for Strategic Dialogue

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ISD has pioneered the development of targeted, scaled counter-narrative campaigns, bringing credible voices from grassroots networks together with world-leading tech, social media and marketing capabilities. ISD has trialled and measured interventions across the radicalisation spectrum from educational resources to inoculate young people, to one to one interventions with radicalised individuals in social media.

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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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While education is undoubtedly important, other strategies have emerged in the fight against online hate speech and radicalisation.

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Do you influence someone? Is someone influenced by you?
I think that human relationships are all based on influence.
I am strongly influenced by my family, my religious and moral values and my friends. Some times I give too much importance to other's thoughts.
I think I influence my family and my friends too and obviously my students. Education is a form of influence, although we should give students the instruments to let them choose responsibly about their lives.

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The new media landscape and our relationships

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The new media landscape and our relationships

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Trust Me is a resource designed by Childnet to support primary and secondary school teachers in exploring critical thinking online. Developed in partnership with the London Grid for Learning to address the emerging area of online extremism and propaganda, this practical resource aims to provoke discussion among pupils so as to challenge them to think critically about what they see on websites and social media as well as the communication they have with others online.

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Media literacy meets citizenship education

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Media literacy meets citizenship education

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UNESCO has long promoted Global Citizenship education to nurture respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. More specifically:
In response to hate speech, citizenship education encompasses the knowledge and skills to identify hate speech, while enabling individuals to counteract messages of hatred.
To prevent and counter violent extremism, education can:
Help young people develop the communication and interpersonal skills they need to dialogue, face disagreement and learn peaceful approaches to change.
Help learners develop their critical thinking to investigate claims, verify rumours and question the legitimacy and appeal of extremist beliefs.
Help learners develop the resilience to resist extremist narratives and acquire the social-emotional skills they need to overcome their doubts and engage constructively in society without having to resort to violence.
Foster critically informed citizens able to constructively engage in peaceful collective action.

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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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As different in nature as online hate speech and radicalisation may be, education responses typically evolve around the need to foster critical thinking, tolerance and mutual respect.

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How to recognize extremism and signs of radicalisation

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Skip to content

Popular resources this month

Booklet and supporting slide pack to help parents and carers understand Prevent and combat extremism and radicalisation.

Subject area:

Prevent duty, Reporting concerns

Age group:

Early Years, KS 1, KS 2, KS 3, KS 4, KS 5

Resources:

Parent information

Format:

Pdf, Presentation slides

Resource pack for secondary pupils to support classroom discussions about fundamental British values.

Subject area:

Debate and discussion, Fundamental British Values, Let's Discuss

Age group:

KS 3, KS 4

Resources:

Lesson ideas, Teacher guidance

Format:

Pdf, Presentation slides, Videos

These resources have been developed by the Solutions Not Sides (SNS) team to offer teachers & their students resource materials that can be used in classrooms together, or independently by students. The teacher guides can make sure you feel confident and informed when discussing this topic with students. The class activity packs are interactive, with [...]

Subject area:

Debate and discussion

Age group:

KS 3, KS 4

Resources:

Lesson activity, Teacher guidance

Format:

Pdf, Presentation slides

© 2024 educate.against.hate

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Educate Against Hate - Prevent Radicalisation & Extremism

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This website gives parents, teachers and school leaders practical advice on protecting children from extremism and radicalisation.

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Youtube project

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YouTube Creators for Change is a global initiative that supports creators like you - creators who are tackling social issues and promoting awareness, tolerance and empathy on their YouTube channels. Because no matter what kind of videos we make, we all have the power to help create the world we want.

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Focus topic: Online extremism and radicalisation

Online extremism is an issue which is getting a great deal of attention at present. The fear that young people could be groomed online by violent extremists and terrorists and encouraged to leave their home countries in order to join IS (Islamic State) in Iraq or Syria is a concern, another fear is that, through immersion in violent extremist cyberspaces, vulnerable young people could also be radicalised to carry out attacks in their home countries.

So what exactly is online extremism and how can it be defined? How can Safer Internet Centres respond to this issue? What messages do we need to provide to young people to ensure they have the resilience to deal with violent extremist and terrorist content they may access online?

A recent Insafe training meeting heard from Dr Maura Conway, Senior Lecturer in International Security and Coordinator of VOX-Pol (voxpol.eu), expert in terrorism and the internet. She explained that it is important to distinguish between extremism, violent extremism, and terrorism. Of course, people are entitled to extreme views on any topic which may differ from our own, but violent extremists are declaring that they believe that the only way to resolve problems is to kill or harm others who disagree with them. Violent extremism and terrorism overlap but they are not the same.

There are a huge number of definitions of terrorism available as this is a highly contested term. One well-known definition is that contained in Title 22 of the United States Code, which states that terrorism is:

" ...premeditated, politically-motivated violence perpetrated against non-combatant targets by sub-national groups or clandestine agents, usually intended to influence an audience."

Violent jihadism is an ideology that aims to reorder government or society through the implementation by violence and oftentimes terrorism of Islamic or Sharia law.

Violent radicalisation (including online) is a 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.

Why do we need to be concerned?

There is clearly a need to work closely with industry to prevent social media from being used to promote violent extremism. Different governments are working to tackle the complex problem of restricting access to terrorist material online which may be hosted in one country but is illegal under national law. Another important strategy is to have clear reporting routes so that members of the public are able to flag and report extremist content online, while technical solutions could prove useful in preventing access to such content. However, given that much of this type of content is user-generated, finding it and removing it can be a challenge.

As in other aspects of online safety, the internet has not created a problem but it has exacerbated it by making it much easier for very large numbers of people to easily access violent extremist content and therefore to be potentially influenced by what they see, read or hear. A quote from the Anti-Defamation League notes that

" Face-to-face interaction with terrorist operatives is no longer a requirement for radicalisation. Individual extremists, or lone wolves, are increasingly self-radicalising online with no physical interactions with established terrorist groups or cells, a development that can make it more difficult for law enforcement to detect plots in their earliest stages."

Much of the preventative work focuses on providing a counter-narrative as, very often, extremist views can go unchallenged in chat rooms and other online forums. It has been suggested, however, that some attempts to do this (by governments) have been unsuccessful.

Austria: Online radicalisation as a new challenge for Safer Internet trainings

At present, all educators, trainers or other people who work with children and digital technologies face the same situation. Digital media's ever-evolving challenges - such as users' fast changing online behaviour as well as a constant flow of new tools, new internet technologies and new ways of online communication - raise new questions and demand new solutions. Therefore, it is essential for people engaged in Safer Internet trainings to stay up to date and constantly gain expertise in new topics. Online radicalisation and online jihadism are among the most challenging topics from recent months.

Why are young people interested in jihadism and willing to join this new movement

How does online recruitment work?

How should one (as a friend or teacher) react if they see a young person rapidly moving in this particular direction?

How to deal with young people who have come back from Syria?

1. Many professionals in the field lack the experience on how young people use the internet for communication and how online radicalisation can be found on a daily basis. Being internet experts, we can contribute to those questions by explaining the digital world of young people to others.

2. Working with network partners allows us to pass on specific questions raised in Saferinternet.at trainings to experts. We are neither experts on the Muslim world, nor do we have expertise on second or third generation migrants in Austria and their experiences with society. We refer questions regarding these topics to partners from specialised organisations or the police.

How to assess/verify information provided by an online source?

How to trust online experts?

How to find reliable online sources?

" Haters gonna hate, hate, hate..." sings Taylor Swift in her recent smash hit single. Maybe in her song, but in real life, thanks to the No Hate Speech Movement campaign (NHSM), there is a decent chance that actions of haters (at least in online world) will be on the decline.

And we are using future tense intentionally. Why? Because during the Evaluation and Follow-up Conference of the NHSM it was announced that this successful campaign is being extended for another two years.

All the representatives of the national coordination committees and online activists have gathered in European Youth Centre at the end of May to evaluate past two years of the campaign that reached countries all around Europe. It focused on spreading no-hate message across the online world and to tackling xenophobic, racist and other hateful content that can be found on the internet.

Since the Czech Safer Internet Centre is a national coordinator in the Czech Republic, it sent two participants to the conference as well. Tereza Zadrazilova and Jan Huk shared their best practices in tackling hate speech online and gave their tips on how to improve the campaign in the future.

Aside talking about the actual campaign, there were various presentations from representatives of many organisations and companies that deal with and fight hate speech online - from the Council of Europe, Facebook, Twitter to Norwegian Funds and many more.

All the participants also got a certificate from the Secretary General of Council of Europe Thorbjørn Jagland for their participation during the campaign and were greeted by the Mayor of Brussels Roland Ries.

Sensitising students for extremist online content in Germany

The German teaching brochure 'The many faces of online right-wing extremism' aims to enable students to dismantle right-wing extremist content online and seeks to provide them with the knowledge of how to stand up against it. Created by klicksafe, partner in the German Safer Internet Centre, the brochure contains a wide information package for teachers, including seven concrete teaching modules for 45-minutes lessons using various methods.

The modules touch upon the following topics:

Detect racism/discrimination and get to know what racism and discrimination means.

Get to know the features of right-wing extremism and recognise them in online content.

Recognise right-wing extremists in social networking sites.

Recognise right-wing extremism in social web content and train adequate reactions.

Recognise right-wing extremist messages in music clips and learn how to use reporting systems.

Classify right-wing extremist content legally.

Get to know various strategies of how to react to right-wing extremist actions/messages.

The brochure is tailored to the German context, but its methods could be adapted to other cultural contexts. The modules are appropriate for youths starting from 9th grade.

The extreme right engages in alternative news dissemination, where events are passed through a racist/nationalist/national-socialist filter before it is presented to their audience. They use the internet and social media for recruiting with a high interactivity on forums and with comments. Their own media channels tell the truth, and all other media are lying to the people.

The extreme/violent autonomous left don't use the internet as a tool for propaganda and recruiting. There is no interactivity in forums or with comments. Instead the autonomous left use the internet and social media to mobilise for special manifestations.

The militant jihadists in Sweden use the internet to focus on conflicts abroad, rather than to mobilise for activities in Sweden. During the studied period (September 2012-April 2013), their use of the internet as a tool for propaganda and recruiting was limited with a low degree of interactivity.

teachers and school-librarians.

students (aged 12-18).

librarians in public libraries.

pedagogues working with children with intellectual or cognitive disabilities (through an easy-to-read version).

David Wright, Director of the UK Safer Internet Centre (SIC), recently wrote a piece for the Leader magazine (the magazine for education leaders of secondary schools and colleges, published by the Association of School and College Leaders in the UK). In it he explores the dangers to children's wellbeing posed by political extremists on social media and outlines the steps schools in the UK are now obliged to take to protect students from indoctrination online.

Additionally, the South West Grid for Learning (SWGfL), partner in the UK SIC, has produced a new resource on How to protect children from online extremism. This online checklist looks at the Counter-Terrorism and Security Act 2015 which obliges schools to prevent people from being drawn into terrorism including online.

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Better Internet for Kids - Focus topic: Online extremism and radicalisation

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Online extremism is an issue which is getting a great deal of attention at present. The fear that young people could be groomed online by violent extremists and terrorists and encouraged to leave their home countries in order to join IS (Islamic State) in Iraq or Syria is a concern, another fear is that, through immersion in violent extremist cyberspaces, vulnerable young people could also be radicalised to carry out attacks in their home countries.

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YouTube Creators for Change: Humza Arshad

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Online hate speech and radicalisation are often mentioned in one breath. However, one could argue that the underlying problem and mechanisms are actually quite different.
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.
In the video below, Humza Arshad – a popular YouTube Creator for Change Ambassador, with many young fans across the world – addresses this problem in a language likely to appeal to your pupils. His accomplishments also show how technology is not just a cause of concern, but can also help to amplify more positive messages and solutions, something we will come back to later in this module.

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Have you ever encountered an (online) hate speech incident in your school? If so, what kind of incident was it? And how did you approach it?
It is not so simple to encounter an occasion of hate speech online, whilst it is sometimes common not online. In the second case in Italy we teacher can report these actions on class register and this influences conduct final mark and the possibility of a disciplinary sanction (like keeping the pupil away from school for a limited period).
It is more difficult to face cases of online hate speech because we do not usually have online contact on social media on internet (it may bring to privacy problems). But once a student asked me help because he felt harassed by a bully at school and online. He made me listening to some audio records and texts he received. I told him to ignore the bully and not to delete any message, because they could be used to prove bully's actions. Then the class teacher council decided to a disciplinary report to the bully, voting also a school suspension for some days

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Within this context, the phenomenon of “online” hate speech is broadly acknowledged as a growing problem across and beyond Europe. The internet has become an important vehicle for promoting racism and intolerance. 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. As discussed in previous modules, because of its anonymous nature, people are also likely to say things online which they would not say in person.
Childnet – member of the UK Safer Internet Centre – conducted an online survey on online hate speech for Safer Internet Day 2016 in the United Kingdom. An overwhelming 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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No Hate Ninja Project - A Story About Cats, Unicorns and Hate Speech

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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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Promoting freedom of expression and access to information in Ukraine

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Safety is a conversation and a responsibility we all share. Get to know how Facebook approaches safety, and learn about the tools and resources available to teens, parents and teachers.

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We believe every young person should grow up feeling confident about their looks. That's why we've developed Confident Me, a set of evidence-based resources for teachers and schools aimed at 11-14 year olds

Aligned to promote adolescent body confidence, the free downloadable tools are designed to allow teachers and schools to run body-confidence workshops. The workshops allow teachers and pupils to explore the impact that image ideals portrayed through the media have on young people's self-esteem.

Low body confidence and self-esteem affect young people's learning. Anxiety about appearance has been linked to poorer concentration and less engagement in class, resulting in worse academic performance. Globally, 8 out of 10 girls admit to opting out of important everyday activities, such as engaging with friends or loved ones, because of concern about their looks.

There are single- and five-session tools designed to adapt to your time frame. Both tools have been proven to make a positive impact on improving body confidence. The workshops explore how society, professional and social media promote an unrealistic 'ideal' body, and learn strategies to protect and build self-confidence in themselves and others.

References:
The Dove Global Beauty and Confidence Report, 2016 (PDF)(1MB)
Reframing Beauty - Unlocking the Potential of Young Girls. Commissioned by Dove, 2014

Discover more

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Dove Self-Esteem Project workshops for schools - Dove

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Dove's teacher resource Confident Me helps young people explore the impact of 'ideal' bodies in society, professional & social media on body image.

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Share links to the actual resources about sextorsion and sexintg where possible and briefly identify how you used it or plan on using it as well as why you think this resources is of particular interest to use with your class.
I would start showing the videos of the spanish campaign "Piensalo antes de sextear" (10 reasons to not make sexting) that are simple and direct.
After that I would invite an expert of the police forces to speak with students about the topic.
Then I would propose a drama scenario activity: the class divided into groups read some short lines about a single case of sextortion and they have to give advices.
Finally the class has to make a sort a decalogue against sexting and sextortion.
https://www.youtube.com/watch?v=dtzk41Eo9gc

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national center for missing and exploited children

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National Center for Missing & Exploited Children

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Sextortion & Online Enticement - A Look at a New Epidemic (Sextortion 90 Second PSA)

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Are you sure you know who you're talking to online? If someone demands sexual images from you, stop immediately and report it. In this PSA, the Department of Justice and the National Center for Missing & Exploited Children explore the dangers of sharing images online. www.cybteripline.org www.missingkids.org

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Sextortion is a relatively new phenomena which is causing a great deal of concern. It involves individuals being persuaded to share sexual content, often believing that they are in a relationship (albeit online) with the other person. Once images or videos have been shared, they are asked either to pay a certain amount of money in order to prevent the images being shared publicly, or they are asked to send more content, often more extreme. This video provides a brief overview of sextortion and highlights the key issues.
As you would imagine sextortion causes considerable distress and concern particularly for younger users and unfortunately some young people have committed suicide as they felt unable to speak to anyone about what had happened. Law enforcement recognise that in many cases this is being carried out by criminal gangs who are making millions and often working as organised teams on shifts and being paid bonuses if they managed to extort more money from unwitting victims.

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Young people themselves can often provide education for their younger peers on some of these issues and it is widely recognised that peer education can be very effective. It is important to note that sometimes the advice given by young people can differ from the standard responses that teachers might suggest. For example in a peer education workshop on sexting some 16 year old girls said that
if you’re going to send naked images to your boyfriend just make sure that your head isn’t in the picture and that no tattoos or piercings are visible – that way no one can prove that it’s you.

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Experts suggest that it is not unusual for teenagers to share this type of content, particularly when they are in a relationship but part of the problem lies in the fact that there is a digital copy of the image which can easily be shared beyond the original intended recipient. Different countries have different responses to sexting and in some it is a criminal offence. For example in the UK the law states that it is illegal to take, make, possess or share indecent images of anyone under the age of 18. The law is there to protect children and young people from adults who may be exploiting them but it has also been used against young people themselves (see here).
A great deal of research has been done into sexting and most agree that young people do indeed see this as normal. Research from European countries in the Net Children Go Mobile study shows a varied picture. It can be difficult to establish just how prevalent sexting is, but young people themselves talk about it being quite common.

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Lockers is a FREE information and education resource. It assists schools in coping with and preventing the sharing of explicit self-generated images of minors.

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8 Things You and Your Teen Need to Know About Sexting

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

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

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Pipl | The world’s #1 source for digital identity and trust data

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Pipl is a provider of identity solutions. We aim to provide the best identity information to organizations in order to ensure that trustworthy people can be trusted.

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There are six key areas to consider:
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.
Persistence and searchability – the internet provides a permanent searchable archive. Anything which goes online can stay online.
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.
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.
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.
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.
All of this complicates how we communicate and gives us much more to think about that when we use traditional methods of communication. Unfortunately many people don’t think critically about any of this until it is too late.

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One thoughtless tweet can have long-lasting and potentially devastating consequences. We have all made a careless or ill-chosen comment at one point or another during our lives but when such comments or statements are made online using social media the potential for lots of people (rather than simply our own small circle of friends and acquaintances) to be aware of it grows exponentially. Justine Sacco found this out to her peril when she tweeted what she thought was a joke and ended up on the front page of many newspapers around the world. She was trending on Twitter but for all the wrong reasons as you will find out below.

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.

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Article - How One Stupid Tweet Blew Up Justine Sacco’s Life

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Article - How One Stupid Tweet Blew Up Justine Sacco’s Life

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Then another text: "You need to call me immediately." It was from her best friend, Hannah. Then her phone exploded with more texts and alerts. And then it rang. It was Hannah. "You're the No. 1 worldwide trend on Twitter right now," she said.

Sacco's Twitter feed had become a horror show. "In light of @Justine-Sacco disgusting racist tweet, I'm donating to @care today" and "How did @JustineSacco get a PR job?! Her level of racist ignorance belongs on Fox News. #AIDS can affect anyone!" and "I'm an IAC employee and I don't want @JustineSacco doing any communications on our behalf ever again. Ever." And then one from her employer, IAC, the corporate owner of The Daily Beast, OKCupid and Vimeo: "This is an outrageous, offensive comment. Employee in question currently unreachable on an intl flight." The anger soon turned to excitement: "All I want for Christmas is to see @JustineSacco's face when her plane lands and she checks her inbox/voicemail" and "Oh man, @JustineSacco is going to have the most painful phone-turning-on moment ever when her plane lands" and "We are about to watch this @JustineSacco bitch get fired. In REAL time. Before she even KNOWS she's getting fired."

The furor over Sacco's tweet had become not just an ideological crusade against her perceived bigotry but also a form of idle entertainment. Her complete ignorance of her predicament for those 11 hours lent the episode both dramatic irony and a pleasing narrative arc. As Sacco's flight traversed the length of Africa, a hashtag began to trend worldwide: #HasJustineLandedYet. "Seriously. I just want to go home to go to bed, but everyone at the bar is SO into #HasJustineLandedYet. Can't look away. Can't leave" and "Right, is there no one in Cape Town going to the airport to tweet her arrival? Come on, Twitter! I'd like pictures #HasJustineLandedYet."

A Twitter user did indeed go to the airport to tweet her arrival. He took her photograph and posted it online. "Yup," he wrote, "@JustineSacco HAS in fact landed at Cape Town International. She's decided to wear sunnies as a disguise."

By the time Sacco had touched down, tens of thousands of angry tweets had been sent in response to her joke. Hannah, meanwhile, frantically deleted her friend's tweet and her account - Sacco didn't want to look - but it was far too late. "Sorry @JustineSacco," wrote one Twitter user, "your tweet lives on forever."

In the early days of Twitter, I was a keen shamer. When newspaper columnists made racist or homophobic statements, I joined the pile-on. Sometimes I led it. The journalist A. A. Gill once wrote a column about shooting a baboon on safari in Tanzania: "I'm told they can be tricky to shoot. They run up trees, hang on for grim life. They die hard, baboons. But not this one. A soft-nosed .357 blew his lungs out." Gill did the deed because he "wanted to get a sense of what it might be like to kill someone, a stranger."

I was among the first people to alert social media. (This was because Gill always gave my television documentaries bad reviews, so I tended to keep a vigilant eye on things he could be got for.) Within minutes, it was everywhere. Amid the hundreds of congratulatory messages I received, one stuck out: "Were you a bully at school?"

Still, in those early days, the collective fury felt righteous, powerful and effective. It felt as if hierarchies were being dismantled, as if justice were being democratized. As time passed, though, I watched these shame campaigns multiply, to the point that they targeted not just powerful institutions and public figures but really anyone perceived to have done something offensive. I also began to marvel at the disconnect between the severity of the crime and the gleeful savagery of the punishment. It almost felt as if shamings were now happening for their own sake, as if they were following a script.

Eventually I started to wonder about the recipients of our shamings, the real humans who were the virtual targets of these campaigns. So for the past two years, I've been interviewing individuals like Justine Sacco: everyday people pilloried brutally, most often for posting some poorly considered joke on social media. Whenever possible, I have met them in person, to truly grasp the emotional toll at the other end of our screens. The people I met were mostly unemployed, fired for their transgressions, and they seemed broken somehow - deeply confused and traumatized.

One person I met was Lindsey Stone, a 32-year-old Massachusetts woman who posed for a photograph while mocking a sign at Arlington National Cemetery's Tomb of the Unknowns. Stone had stood next to the sign, which asks for "Silence and Respect," pretending to scream and flip the bird. She and her co-worker Jamie, who posted the picture on Facebook, had a running joke about disobeying signs - smoking in front of No Smoking signs, for example - and documenting it. But shorn of this context, her picture appeared to be a joke not about a sign but about the war dead. Worse, Jamie didn't realize that her mobile uploads were visible to the public.

Four weeks later, Stone and Jamie were out celebrating Jamie's birthday when their phones started vibrating repeatedly. Someone had found the photo and brought it to the attention of hordes of online strangers. Soon there was a wildly popular "Fire Lindsey Stone" Facebook page. The next morning, there were news cameras outside her home; when she showed up to her job, at a program for developmentally disabled adults, she was told to hand over her keys. ("After they fire her, maybe she needs to sign up as a client," read one of the thousands of Facebook messages denouncing her. "Woman needs help.") She barely left home for the year that followed, racked by PTSD, depression and insomnia. "I didn't want to be seen by anyone," she told me last March at her home in Plymouth, Mass. "I didn't want people looking at me."

Instead, Stone spent her days online, watching others just like her get turned upon. In particular she felt for "that girl at Halloween who dressed as a Boston Marathon victim. I felt so terrible for her." She meant Alicia Ann Lynch, 22, who posted a photo of herself in her Halloween costume on Twitter. Lynch wore a running outfit and had smeared her face, arms and legs with fake blood. After an actual victim of the Boston Marathon bombing tweeted at her, "You should be ashamed, my mother lost both her legs and I almost died," people unearthed Lynch's personal information and sent her and her friends threatening messages. Lynch was reportedly let go from her job as well.

I met a man who, in early 2013, had been sitting at a conference for tech developers in Santa Clara, Calif., when a stupid joke popped into his head. It was about the attachments for computers and mobile devices that are commonly called dongles. He murmured the joke to his friend sitting next to him, he told me. "It was so bad, I don't remember the exact words," he said. "Something about a fictitious piece of hardware that has a really big dongle, a ridiculous dongle. . . . It wasn't even conversation-level volume."

Moments later, he half-noticed when a woman one row in front of them stood up, turned around and took a photograph. He thought she was taking a crowd shot, so he looked straight ahead, trying to avoid ruining her picture. It's a little painful to look at the photograph now, knowing what was coming.

The woman had, in fact, overheard the joke. She considered it to be emblematic of the gender imbalance that plagues the tech industry and the toxic, male-dominated corporate culture that arises from it. She tweeted the picture to her 9,209 followers with the caption: "Not cool. Jokes about . . . 'big' dongles right behind me." Ten minutes later, he and his friend were taken into a quiet room at the conference and asked to explain themselves. A day later, his boss called him into his office, and he was fired.

"I packed up all my stuff in a box," he told me. (Like Stone and Sacco, he had never before talked on the record about what happened to him. He spoke on the condition of anonymity to avoid further damaging his career.) "I went outside to call my wife. I'm not one to shed tears, but" - he paused - "when I got in the car with my wife I just. . . . I've got three kids. Getting fired was terrifying."

The woman who took the photograph, Adria Richards, soon felt the wrath of the crowd herself. The man responsible for the dongle joke had posted about losing his job on Hacker News, an online forum popular with developers. This led to a backlash from the other end of the political spectrum. So-called men's rights activists and anonymous trolls bombarded Richards with death threats on Twitter and Facebook. Someone tweeted Richards's home address along with a photograph of a beheaded woman with duct tape over her mouth. Fearing for her life, she left her home, sleeping on friends' couches for the remainder of the year.

Next, her employer's website went down. Someone had launched a DDoS attack, which overwhelms a site's servers with repeated requests. SendGrid, her employer, was told the attacks would stop if Richards was fired. That same day she was publicly let go.

"I cried a lot during this time, journaled and escaped by watching movies," she later said to me in an email. "SendGrid threw me under the bus. I felt betrayed. I felt abandoned. I felt ashamed. I felt rejected. I felt alone."

Late one afternoon last year, I met Justine Sacco in New York, at a restaurant in Chelsea called Cookshop. Dressed in rather chic business attire, Sacco ordered a glass of white wine. Just three weeks had passed since her trip to Africa, and she was still a person of interest to the media. Websites had already ransacked her Twitter feed for more horrors. (For example, "I had a sex dream about an autistic kid last night," from 2012, was unearthed by BuzzFeed in the article "16 Tweets Justine Sacco Regrets.") A New York Post photographer had been following her to the gym.

"Only an insane person would think that white people don't get AIDS," she told me. It was about the first thing she said to me when we sat down.

Sacco had been three hours or so into her flight when retweets of her joke began to overwhelm my Twitter feed. I could understand why some people found it offensive. Read literally, she said that white people don't get AIDS, but it seems doubtful many interpreted it that way. More likely it was her apparently gleeful flaunting of her privilege that angered people. But after thinking about her tweet for a few seconds more, I began to suspect that it wasn't racist but a reflexive critique of white privilege - on our tendency to naïvely imagine ourselves immune from life's horrors. Sacco, like Stone, had been yanked violently out of the context of her small social circle. Right?

"To me it was so insane of a comment for anyone to make," she said. "I thought there was no way that anyone could possibly think it was literal." (She would later write me an email to elaborate on this point. "Unfortunately, I am not a character on 'South Park' or a comedian, so I had no business commenting on the epidemic in such a politically incorrect manner on a public platform," she wrote. "To put it simply, I wasn't trying to raise awareness of AIDS or piss off the world or ruin my life. Living in America puts us in a bit of a bubble when it comes to what is going on in the third world. I was making fun of that bubble.")

I would be the only person she spoke to on the record about what happened to her, she said. It was just too harrowing - and "as a publicist," inadvisable - but she felt it was necessary, to show how "crazy" her situation was, how her punishment simply didn't fit the crime.

"I cried out my body weight in the first 24 hours," she told me. "It was incredibly traumatic. You don't sleep. You wake up in the middle of the night forgetting where you are." She released an apology statement and cut short her vacation. Workers were threatening to strike at the hotels she had booked if she showed up. She was told no one could guarantee her safety.

Her extended family in South Africa were African National Congress supporters - the party of Nelson Mandela. They were longtime activists for racial equality. When Justine arrived at the family home from the airport, one of the first things her aunt said to her was: "This is not what our family stands for. And now, by association, you've almost tarnished the family."

As she told me this, Sacco started to cry. I sat looking at her for a moment. Then I tried to improve the mood. I told her that "sometimes, things need to reach a brutal nadir before people see sense."

"Wow," she said. She dried her eyes. "Of all the things I could have been in society's collective consciousness, it never struck me that I'd end up a brutal nadir."

She glanced at her watch. It was nearly 6 p.m. The reason she wanted to meet me at this restaurant, and that she was wearing her work clothes, was that it was only a few blocks away from her office. At 6, she was due in there to clean out her desk.

"All of a sudden you don't know what you're supposed to do," she said. "If I don't start making steps to reclaim my identity and remind myself of who I am on a daily basis, then I might lose myself."

The restaurant's manager approached our table. She sat down next to Sacco, fixed her with a look and said something in such a low volume I couldn't hear it, only Sacco's reply: "Oh, you think I'm going to be grateful for this?"

We agreed to meet again, but not for several months. She was determined to prove that she could turn her life around. "I can't just sit at home and watch movies every day and cry and feel sorry for myself," she said. "I'm going to come back."

After she left, Sacco later told me, she got only as far as the lobby of her office building before she broke down crying.

A few days after meeting Sacco, I took a trip up to the Massachusetts Archives in Boston. I wanted to learn about the last era of American history when public shaming was a common form of punishment, so I was seeking out court transcripts from the 18th and early 19th centuries. I had assumed that the demise of public punishments was caused by the migration from villages to cities. Shame became ineffectual, I thought, because a person in the stocks could just lose himself or herself in the anonymous crowd as soon as the chastisement was over. Modernity had diminished shame's power to shame - or so I assumed.

I took my seat at a microfilm reader and began to scroll slowly through the archives. For the first hundred years, as far as I could tell, all that happened in America was that various people named Nathaniel had purchased land near rivers. I scrolled faster, finally reaching an account of an early Colonial-era shaming.

On July 15, 1742, a woman named Abigail Gilpin, her husband at sea, had been found "naked in bed with one John Russell." They were both to be "whipped at the public whipping post 20 stripes each." Abigail was appealing the ruling, but it wasn't the whipping itself she wished to avoid. She was begging the judge to let her be whipped early, before the town awoke. "If your honor pleases," she wrote, "take some pity on me for my dear children who cannot help their unfortunate mother's failings."

There was no record as to whether the judge consented to her plea, but I found a number of clips that offered clues as to why she might have requested private punishment. In a sermon, the Rev. Nathan Strong, of Hartford, Conn., entreated his flock to be less exuberant at executions. "Go not to that place of horror with elevated spirits and gay hearts, for death is there! Justice and judgment are there!" Some papers published scathing reviews when public punishments were deemed too lenient by the crowd: "Suppressed remarks . . . were expressed by large numbers," reported Delaware's Wilmington Daily Commercial of a disappointing 1873 whipping. "Many were heard to say that the punishment was a farce. . . . Drunken fights and rows followed in rapid succession."

The movement against public shaming had gained momentum in 1787, when Benjamin Rush, a physician in Philadelphia and a signer of the Declaration of Independence, wrote a paper calling for its demise - the stocks, the pillory, the whipping post, the lot. "Ignominy is universally acknowledged to be a worse punishment than death," he wrote. "It would seem strange that ignominy should ever have been adopted as a milder punishment than death, did we not know that the human mind seldom arrives at truth upon any subject till it has first reached the extremity of error."

The pillory and whippings were abolished at the federal level in 1839, although Delaware kept the pillory until 1905 and whippings until 1972. An 1867 editorial in The Times excoriated the state for its obstinacy. "If [the convicted person] had previously existing in his bosom a spark of self-respect this exposure to public shame utterly extinguishes it. . . . The boy of 18 who is whipped at New Castle for larceny is in nine cases out of 10 ruined. With his self-respect destroyed and the taunt and sneer of public disgrace branded upon his forehead, he feels himself lost and abandoned by his fellows."

At the archives, I found no evidence that punitive shaming fell out of fashion as a result of newfound anonymity. But I did find plenty of people from centuries past bemoaning the outsize cruelty of the practice, warning that well-meaning people, in a crowd, often take punishment too far.

It's possible that Sacco's fate would have been different had an anonymous tip not led a writer named Sam Biddle to the offending tweet. Biddle was then the editor of Valleywag, Gawker Media's tech-industry blog. He retweeted it to his 15,000 followers and eventually posted it on Valleywag, accompanied by the headline, "And Now, a Funny Holiday Joke From IAC's P.R. Boss."

'Of all the things I could have been in society's collective consciousness, it never struck me that I'd end up a brutal nadir.'

In January 2014, I received an email from Biddle, explaining his reasoning. "The fact that she was a P.R. chief made it delicious," he wrote. "It's satisfying to be able to say, 'O.K., let's make a racist tweet by a senior IAC employee count this time.' And it did. I'd do it again." Biddle said he was surprised to see how quickly her life was upended, however. "I never wake up and hope I [get someone fired] that day - and certainly never hope to ruin anyone's life." Still, he ended his email by saying that he had a feeling she'd be "fine eventually, if not already."

He added: "Everyone's attention span is so short. They'll be mad about something new today."

Four months after we first met, Justine Sacco made good on her promise. We met for lunch at a French bistro downtown. I told her what Biddle had said - about how she was probably fine now. I was sure he wasn't being deliberately glib, but like everyone who participates in mass online destruction, uninterested in learning that it comes with a cost.

"Well, I'm not fine yet," Sacco said to me. "I had a great career, and I loved my job, and it was taken away from me, and there was a lot of glory in that. Everybody else was very happy about that."

Sacco pushed her food around on her plate, and let me in on one of the hidden costs of her experience. "I'm single; so it's not like I can date, because we Google everyone we might date," she said. "That's been taken away from me too." She was down, but I did notice one positive change in her. When I first met her, she talked about the shame she had brought on her family. But she no longer felt that way. Instead, she said, she just felt personally humiliated.

Biddle was almost right about one thing: Sacco did get a job offer right away. But it was an odd one, from the owner of a Florida yachting company. "He said: 'I saw what happened to you. I'm fully on your side,' " she told me. Sacco knew nothing about yachts, and she questioned his motives. ("Was he a crazy person who thinks white people can't get AIDS?") Eventually she turned him down.

After that, she left New York, going as far away as she could, to Addis Ababa, Ethiopia. She flew there alone and got a volunteer job doing P.R. for an NGO working to reduce maternal-mortality rates. "It was fantastic," she said. She was on her own, and she was working. If she was going to be made to suffer for a joke, she figured she should get something out of it. "I never would have lived in Addis Ababa for a month otherwise," she told me. She was struck by how different life was there. Rural areas had only intermittent power and no running water or Internet. Even the capital, she said, had few street names or house addresses.

Addis Ababa was great for a month, but she knew going in that she would not be there long. She was a New York City person. Sacco is nervy and sassy and sort of debonair. And so she returned to work at Hot or Not, which had been a popular site for rating strangers' looks on the pre-social Internet and was reinventing itself as a dating app.

But despite her near invisibility on social media, she was still ridiculed and demonized across the Internet. Biddle wrote a Valleywag post after she returned to the work force: "Sacco, who apparently spent the last month hiding in Ethiopia after infuriating our species with an idiotic AIDS joke, is now a 'marketing and promotion' director at Hot or Not."

"How perfect!" he wrote. "Two lousy has-beens, gunning for a comeback together."

Sacco felt this couldn't go on, so six weeks after our lunch, she invited Biddle out for a dinner and drinks. Afterward, she sent me an email. "I think he has some real guilt about the issue," she wrote. "Not that he's retracted anything." (Months later, Biddle would find himself at the wrong end of the Internet shame machine for tweeting a joke of his own: "Bring Back Bullying." On the one-year anniversary of the Sacco episode, he published a public apology to her on Gawker.)

Recently, I wrote to Sacco to tell her I was putting her story in The Times, and I asked her to meet me one final time to update me on her life. Her response was speedy. "No way." She explained that she had a new job in communications, though she wouldn't say where. She said, "Anything that puts the spotlight on me is a negative."

It was a profound reversal for Sacco. When I first met her, she was desperate to tell the tens of thousands of people who tore her apart how they had wronged her and to repair what remained of her public persona. But perhaps she had now come to understand that her shaming wasn't really about her at all. Social media is so perfectly designed to manipulate our desire for approval, and that is what led to her undoing. Her tormentors were instantly congratulated as they took Sacco down, bit by bit, and so they continued to do so. Their motivation was much the same as Sacco's own - a bid for the attention of strangers - as she milled about Heathrow, hoping to amuse people she couldn't see.
Join the conversation about this story and others by following us @NYTmag.
Correction: March 8, 2015

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How One Stupid Tweet Blew Up Justine Sacco's Life

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Then another text: "You need to call me immediately." It was from her best friend, Hannah. Then her phone exploded with more texts and alerts. And then it rang. It was Hannah. "You're the No. 1 worldwide trend on Twitter right now," she said. Sacco's Twitter feed had become a horror show.

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Can you find a picture that has been photo-shopped? Maybe you can find something really relevant to your own local area or local situation – something that your students will be able to relate to. Can you share the picture and also identify how you might use this in a classroom situation?
The photoshop test was not easy and I made a lot of mistakes. I do not know how to use photoshop, so I think I wrong a lot of times.This could be done in our class to make students aware of how difficult could be understand and recognize a real and a fake picture.
These topic can be analyzed in many ways. The most common used by my colleagues is of men or women, whose pictures are made more beatiful or cute, deleting imperfections. But we can discuss about historical fake pictures: e.g. this pictures represents Stalin with and without a communist commissar. The commissar was removed after this man fell out of favor from the dictator. Also the american picture of the moon landing is considered fake by some historians. In this way we could make our pupils reflecting about the propaganda use of pictures and movies.

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Any user of the internet is able to experiment with their identity when they go online. The internet and in particular social media sites can often provide a great platform to push boundaries and project a slightly different persona. This can be both positive and negative. There is the age old problem of knowing who you are actually talking to when you go online but equally it can be a great place to find others with similar interests, faiths, backgrounds, beliefs, ideals and sexuality.

Some young people can feel under pressure to look and behave in a certain way when they are online.

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The more time children chat on social media, the less happy they feel

The Guardian

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My well-being and yours. Did your students like the exercize?
I haven't already proposed the exercizes to my students and I think that they will find interesting the exercize about expressing feeling starting from images (especially the ones about street art) and about empathy.
I also think that translation in the various EU languages could help a lot.

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When talking about cyberbullying with your students some aspects might appear more challenging than others.
4. Finding the right resources and ideas for activities to start the discussion with my students.
I think that this one is the most difficult, because I teach to teenagers and some times it is quite difficult to work about these topics, especially if you do not know very well the pupils (I'm a substitute teacher). The difficult obviously is to find challenging resources, that help them recognize and sensibilize against bullying, On Enable platform I have found many activities, but we should create and share more resources, especially adapted to every language and every european society. A common network where teachers could share contents and reflections should be a great idea.
2. Encourage my students from speaking their minds when the topic is quite sensitive.
Also this aspect is not so easy and obvious, because it requires that (or well it is easier if) the teacher know well his/her students and that they trust him/her.

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How to set up an effective peer support scheme

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How to set up an effective peer support scheme

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

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Do you think that teaching social and emotional learning skills can reduce cyberbullying?
Yes, they can.
As many of us have said, we should educate our pupils to be aware of social behaviours and also to create a respectful and protective learning environment. Some times students are not aware about the effetcs of their behaviour and they underestimate the power of what they say/do. So starting from recognizing feelings and emotions and working on empathy is a good idea, also making our students understand how they can recognize a case of bullying and what they can do. I recommand also the use of drama scenarios

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

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

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ENABLE for educators (by South West Grid for Learning)

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

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"I think the peer support scheme is quite applicable in Primary Education [in Greece] as it facilitates children not only support their peers that face bullying but most importantly take action in changing the culture of their school towards bullying.”

- ENABLE Ambassador from Greece