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Types of online risk/ Mathau o risg ar-lein

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Types of online risk/ Mathau o risg ar-lein

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What are the issues? - UK Safer Internet Centre

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An overview of potential online risks relating to Conduct, Content, Contact and Commercialism.

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Digital Tools padlet/ Padlet Offer Digidol

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Digital Tools padlet/ Padlet Offer Digidol

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Online Training Techniques/ Technegau Hyfforddi Ar-lein

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Online Training Techniques/ Technegau Hyfforddi Ar-lein

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UNCRC in the Digital World/ CCUHP yn y Byd Digidol

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UNCRC in the Digital World/ CCUHP yn y Byd Digidol

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Professor Sonia Livingstone explains the significance of the UN Committee on the Rights of the Child's adoption of a General Comment on children's rights in relation to the digital environment.
To some, this is obvious: human rights apply online as offline, and children are people, ergo children's rights apply in the digital world.

To others, this is a problem. I've heard it said that children should not be on the internet. That parents should keep children away from everyone else online. Or, while acknowledging that children are one in three of the world's internet users, that governing the internet in their best interests is too difficult, expensive and impractical.

Today, the UN Committee on the Rights of the Child has adopted General Comment 25 on children's rights in relation to the digital environment. This is an exciting opportunity to make real the claim that rights apply online as offline, and it has been long in the making.

HORRAY! The UN Committee on the Rights of the Child adopted General Comment 25 on Children's rights in relation to the digital environment. Fantastic document to be officially unveiled in a few weeks on the OHCHR website (when it has gone through final editing and translations).

- Philip D. Jaffé (@lexpsy) February 4, 2021

In relation to the digital environment, it's a game changer. The General Comment will land on the desk of every government in the world. It clarifies what the digital environment means for children's civil rights and freedoms, their rights to privacy, non-discrimination, protection, education, play and more. It also explains why States and other duty bearers must act and, within the limits of 10,700 words, how they should act.

To explain a little, as the primary duty bearer, the State is accountable for the provisions of the UN Convention on the Rights of the Child ( UNCRC) and it must report periodically on how it has met these obligations to the Committee as the treaty body. States are also obliged to ensure that all duty bearers within their jurisdiction meet their responsibilities to children's rights - including businesses and others whose activities significantly impact on children.

A General Comment is an authoritative document which sets out how the UNCRC should be interpreted and implemented by States - in this case, in relation to the digital environment. Like the Convention itself, a General Comment must apply in wealthier and poorer nations, to governments of all political stripes, and for all children whatever their abilities or circumstances.

Article 12 of the UNCRC is the child's right to be heard in matters that affect them, and to honour this, the drafting team consulted children around the world, especially in the Global South. Children had a lot to say, and many insights to contribute, and these were carefully considered in preparing the General Comment. On behalf of the Committee, Amal Aldoseri, Olga Khazova and Philip Jaffé thanked the 700+ children from 27 countries for their consultation responses.

Readers of the Media@LSE blog will be well aware of the many challenges that lie ahead - and these were also signalled in the expert consultations which informed the drafting of the General Comment. They may be less aware of the many and vocal calls for more to be done to respect, protect and fulfil children's rights in the digital world. These were expressed strongly in both the children's consultation and also the expert consultations held during 2020.
This article represents the views of the author and not the position of the Media@LSE blog, nor of the London School of Economics and Political Science.
Of course, now the real work begins. But it's good to have our bearings, and our mandate, in terms of what, why and how.

About the author

Posted In: Children and the Media | Internet Governance

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Children's rights apply in the digital world!

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Professor Sonia Livingstone explains the significance of the UN Committee on the Rights of the Child's adoption of a General Comment on children's rights in relation to the digital environment. To some, this is obvious: human rights apply online as offline, and children are people, ergo children's rights apply in the digital world.

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Internet use and Children's Rights/ Defnydd o’r Rhyngrwyd a Hawliau Plant

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Internet use and Children's Rights/ Defnydd o’r Rhyngrwyd a Hawliau Plant

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A recording from Mike Mainwaring, Training Officer, Children in Wales/ Recordiad gan Mike Mainwaring, Swyddog Hyfforddi, Plant yng Nghymru

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Internet & Children's Rights - Mike Mainwaring by Children in Wales

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Welsh Government- Consent, Privacy and Data/ Llywodraeth Cymru- Cydsyniad, Preifatrwydd a Data

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Welsh Government- Consent, Privacy and Data/ Llywodraeth Cymru- Cydsyniad, Preifatrwydd a Data

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During this period, we recognise that both adults and children are likely to spend more time online, whether that is for entertainment, to stay in touch with friends and family or to support distance learning. There are clearly many benefits to staying connected, however, increased time spent online may also increase the risk of encountering online safety issues.

Technology has completely revolutionised education and it is important to embrace the exciting opportunities and advancesit provides, while also understanding the associated risks.

Online safety forms an integral part of an education provider's (e.g. schools, pupil referral units and education other than at school (EOTAS)) safeguarding responsibilities to provide a safe environment to learn and prevent access to inappropriate or harmful content, as outlined in the Welsh Government's statutory guidance Keeping learners safe.

We recognise that as an education practitioner you may have concerns about the safety of your learners as well as your own. This guidance is intended to support you to quickly navigate the online safety guidance and education resources available and access the information and advice you need. This includes practical tips and considerations on staying safe and secure online and guidance and educational resources on a range of specific online issues. Learning resources are available to help you support the needs of all learners, including those with additional learning needs (ALN).

Reporting

If you are worried that a child or young person has been harmed or is at risk of harm you must speak to your organisation's Designated Senior Person for Child Protection as soon as possible.

If for any reason you cannot contact the Designated Senior Person for Child Protection contact the local authority Children's Services Team and report your concerns.

If you think a child or young person is in immediate danger then contact the police on 999.

Seek advice

The Professionals Online Safety Helpline (POSH) is available to support professionals working with children with any online safety issues you, or your learners may face. For more information about this service, see the short guide below.

The Report Harmful Content website is a national reporting centre that has been designed to assist everyone in reporting harmful content online. It provides advice for anyone over 13 who has come across harmful content online and will help you to report it by providing up to date information on community standards and direct links to the correct reporting facilities across multiple platforms. The Report Harmful Content centre will assist you with threats, impersonation, bullying and harassment, self-harm and suicide, online abuse, violent content, unwanted sexual advances and pornographic content. The Welsh Government is working with SWGfL to fund the Welsh translation of the Report Harmful Content site which will be available in June 2020.

Online safety concerns can cover many areas, including the risks from online content, contact and conduct. They may take place both in and outside of education settings, but like all safeguarding concerns, can have an impact on the health, safety, development or well-being of your learners. As practitioners, the best way you can safeguard your learners, is to provide effective online safety education, for them and their families.

Online safety education and awareness is a key priority for the Welsh Government, as detailed in the Online safety action plan for children and young people in Wales 2019, which provides a strategic vision to keep children and young people safe online in Wales.

Keeping safe online on Hwb hosts an extensive range of resources and supporting guidance to promote the teaching of online safety. These resources have been designed to support lessons on a range of issues which are outlined in this guidance.

An overview of all the online safety resources being developed and published on Hwb from April 2020 to March 2021 is available in the following roadmap.

This guidance below explores some online safety considerations and includes links to further online safety guidance and education resources to support lesson delivery.

It is important when using technology that the devices and software you use are secure.

Here are some practical steps you can take.

Ensure software on devices is up to date including anti-virus protection.

Use strong passwords (update any default passwords), protect them and do not share login details.

Lock devices when unattended.

Headteachers/school digital champions/Hwb administrators should consider turning on multi-factor authentication when staff access all Hwb services off site (i.e. not only when accessing the Hwb User Management Portal). More information may be found in the User management section of the Support Centre area on Hwb.

Do not use personal accounts when collaborating - always use accounts provided by your education setting.

Always consider carefully the use of cameras and microphones when collaborating and ensure another member of staff is in the 'room'.

The National Cyber Security Centre has issued guidance recommending extra precaution to reduce the risk of cyber-attacks on devices including laptops, mobiles and tablets.

Phishing emails

A phishing email is a message which asks users to follow a link to an unknown website which could download malware onto your computer, or steal passwords. To prevent this from happening please ensure you do not follow a link to an unknown website. Currently there is a high number of phishing emails circulating about Coronavirus and it is recommended that you use caution around emails received from unknown senders.

Additional guidance

National Cyber Security Centre practical tips - Cyber security in schools - practical tips for everyone working in education

Guidance on Hwb's data protection and security controls can be found in the Hwb Trust Centre.

The fast moving and evolving online world and technology are areas where adults can feel that children are leaps ahead of them, often knowing the latest apps and trends before them.

To equip our young people with the skills to be able to think critically and navigate the digital world in a safe and responsible way, it is essential to feel confident about your knowledge and understanding of the issues. The Keeping learners safe Module 4 provides online safety training specifically for education practitioners. It explains what online safety means and the important role practitioners have in keeping learners safe.

There are also a range of guides available for practitioners focusing on different areas of online safety, including effective teaching of online safety.

The following guidance explores how to make the most of the extensive range of online safety playlists on Hwb, including how they can help your learners.

The following guidance offers tips for dealing with online safety problems, including where to get advice and support when you need it.

The following guidance provides top tips on safeguarding learners online.

This guide outlines what the GDPR is, what it means for schools and sets out possible next steps to prepare your school.

This guide explains what a peer mentor does, the benefits, and how to successfully implement a peer mentoring scheme.

This guide for teachers and support staff looks at emerging trends relevant to young people's online safety.

The following guide focuses on practical steps education practitioners and support staff can take to manage their online reputation.

The following guide provides key tips for engaging parents and carers in online safety.

Sharing content is an important part of what we do on the internet and while it offers positive opportunities, it can present challenges. It is important that learners understand the risks of sharing personal information online. These resources explore sharing information, giving consent and managing privacy to help children and young people make informed choices.
Guidance for practitioners Learning resources for primary and secondary learners
Gaming can offer several learning opportunities and benefits. It can improve problem-solving skills, sharpen visual processing, enhance memory power and provide moments of diversion and play. However, it is important for your learners to stay safe while gaming by taking regular breaks, knowing who they are talking to and reporting any concerns to the game moderators or a trusted adult. The resources listed below provide information about the benefits and risks of online gaming and steps that can be taken to ensure your learners stay safe. Links are also provided to some safe and secure educational games available on Hwb.
Guidance for practitioners Learning resources for primary and secondary learners
There are safe and secure educational games in Hwb you could try with your learners, including Minecraft: Education Edition and J2blast.

Additionally, the NSPCC has additional tips about gaming online safely as well as information about risks.

As children and young people are currently more active online, there is an increased possibility they will come across content that upsets them. Some of this may be illegal or might be considered offensive. These resources will help you to consider the impact of illegal and offensive content and look at strategies for managing the online environment to reduce the risks.

You can report offensive or upsetting content such as online abuse or threats, self-harm or suicide content or unwanted sexual advances on the Report Harmful Content website.

If you or a learner encounter any inappropriate or sexual images or videos of someone you believe to be under 18, report it anonymously to the Internet Watch Foundation.

This resource will help you to consider the impact of illegal and offensive content and look at strategies for managing the online environment to reduce the risks.
Guidance for practitioners Learning resources for primary and secondary learners
You may consider live-streaming as a practical and appropriate approach in certain circumstances, particularly in support of learner engagement and well-being. However this should be used with great care, and with all appropriate safeguards in place, which protect both the learner and the teacher.

If you do, due regard should be given to the guidance outlined in Live-streaming and video-conferencing: safeguarding principles and practice to ensure you and your learners are appropriately protected and safeguarded.

For further support please see Live lessons.

Many of us are relying on social platforms to communicate with friends and family through apps and websites such as FaceTime, Skype, Houseparty, Whatsapp or Facebook messenger. Live-streaming is becoming another popular way for children and young people to stay connected.

Live-streaming is the broadcasting of real-time, live video using the internet. When you live-stream, your audience can see what you are doing and comment on your broadcast.

Children and young people are using live-streaming services to broadcast and watch others live-stream, this can include celebrities, video bloggers (or 'vloggers') and 'gamers', as well as friends and family.

Whilst live-streaming can be a positive outlet for children and young people to express themselves and connect with people who have similar interests, it can also have serious consequences.

The resources below explore what live-streaming is, the risks and opportunities that it presents and how children and young people can stay safe to ensure they have a positive experience.
Guidance for practitioners Learning resources for primary and secondary learners
There is a growing body of evidence examining the impact of the internet on the mood and mental health of children and young people.

The internet by itself is not the main cause of poor mental health. However the way children and young people might use it can impact them. These resources explore how you can help your learners to think about the positive and negative impact of online experiences.
Guidance for practitioners Learning resources for primary and secondary learners
We are increasingly accessing news and information through social media platforms rather than traditional sources. This can result in confusion by misleading and inaccurate information. It is important to encourage your learners to check the source and credibility of information and develop their critical thinking.

The following resources will help you to explore the importance of questioning and fact checking information with your learners.
Guidance for practitioners Learning resources for primary and secondary learners
As an education practitioner, you have a duty to respond to the information that has been shared with you. How the education setting deals with online bullying should be set out in bullying and safeguarding policies and should be dealt with in accordance with these policies. The following are some guides about understanding, challenging and responding to online bullying.
Guidance for practitioners Learning resources for primary and secondary learners
Online hate is any online communication or expression that encourages or promotes hatred, discrimination or violence, against any person or group, because of their race, religion, disability, sexual orientation, gender or gender identity. These resources explore what online hate speech is, the motives behind it, the effect on those targeted and the ways you can support your learners to challenge it positively and safely.
Guidance for practitioners Learning resources for primary and secondary learners
The Report Harmful Content website can be used to report offensive content, such as online abuse or threats. The service can support you to get the content removed if it does not adhere to the platform's community standards. It is recognised that this might not solve the issue and depending on the situation, you may also want to report it as a hate crime so that the police can investigate.

Children and young people are spending more time online than ever before. From gaming platforms to social networks and other platforms, digital technology allows us to stay in touch. However, not all online interactions are positive. These resources provide you with guidance to discuss this topic with your learners and help them think about their online relationships.

Trying to engage learners with understanding risk online is not always an easy task. Stranger danger has taken on a completely new meaning now that it has become normal to interact online with people we don't necessarily know offline. In fact, many now regard their regular online gaming partners as friends, despite never having met them or knowing anything about them outside of the gaming platform. Gaming, social media and messaging apps are very popular. Therefore we need to reassess the ways in which we engage learners in understanding who to trust online and how to deal with online predators. These resources provide information on issues surrounding online grooming.
Guidance for practitioners Learning resources for primary and secondary learners
Protecting children and young people from abuse remains a police priority during this time.

If learners want to talk anonymously about something that is worrying them, contact information for expert organisations is included in the 'Further help and support services' section.

If you have concerns about inappropriate communication online then you can also report this to the National Crime Agency - CEOP.

If you are concerned that a child has been a victim of child sexual abuse, whether that is online or offline, then you should report this by calling 999 (the police) or the National Crime Agency - CEOP (Child Exploitation and Online Protection).

Pornography and the extent to which children and young people may be exposed to it can be concerning. Advice for how to initiate and manage constructive conversations about pornography with learners can be found in the following resources.
Guidance for practitioners Learning resources for primary and secondary learners
Being able to communicate with a wide audience through the internet can be rewarding and positive, but for some, it provides them with the ability to persuade others to support extremism or oppose British values. These resources look at what is meant by radicalisation and extremism, your responsibilities under the Prevent duty guidance and how to help parents and carers prevent their child being radicalised.
Guidance for practitioners
You can report terrorism related content to the police's Counter Terrorism Internet Referral Unit. If you are concerned about your child or another family member or friend being radicalised, you can seek advice from the police by calling 101 and, if necessary, complete a Prevent referral form so that they can receive local safeguarding support.

There are also resources for families which you could signpost or promote, such as this short film and accompanying family guide. These aid understanding of what is meant by radicalisation and extremism, what the current research says and what can be done to help manage this with children and young people.

Whether we are learning or working online, speaking with friends and family, gaming or seeking information, technology plays a significant role in our daily lives.

Balancing screen time has become an important consideration to ensure that children and young people use technology in a positive and healthy way.
Teaching resources for practitioners Learning resources for primary and secondary learners
With more of us having mobile devices and often from an early age, it is now easier than ever to take and share an image. Sharing images can be fun, however, it is important for children and young people to consider what they share and how it reflects on them.

Guidance for practitioners:

Learning resources for primary and secondary learners:

Sexting is a form of image sharing, which involves taking a nude or sexually explicit image and sending it to another person. Creating, sharing or storing a nude, semi-nude or sexually explicit image or video of a child under the age of 18 is illegal. The Sharing images resource provides information on the consequences as well as practical advice if children or young people find themselves in this situation.

To address the issue of sexting with parents and carers, there is a short film and accompanying family guide explaining what sexting is, why it can be problematic, and how to speak to children and young people about it to help protect them.

Social media has become an integral tool for communicating and information seeking in the twenty-first century.

As a practitioner, you will be aware of the importance of ensuring that you conduct yourself professionally and carefully online, including on social media apps and platforms. There is no reason for any professional to engage with a learner using their personal social media accounts. If social media contact is necessary this should be through the school's social media account.

The following guide provides top ten tips for practitioners to stay safe on social media.

The following guide focuses on practical steps education practitioners and support staff can take to manage their online reputation.

To teach learners how to use social media responsibly, the following resources explain key considerations, benefits and risks of using social media.

These Social media checklists on using Facebook, Twitter, Instagram, Snapchat and Roblox are aimed at everyone who uses social networks and are useful for educational practitioners, parents and carers and learners. The checklists can be downloaded and provide information on managing data and privacy, and using the safety and reporting features available on these social networks.
Guidance and resources for practitioners Learning resources for primary and secondary learners
Hwb hosts ten of the NSPCC's NetAware online safety guides, including YouTube and WhatsApp, to provide information on the online world of children and young people and how you can help them stay safe.

This is a rapidly evolving area and, in recognition of this, and to support families to stay safe online at this unprecedented time, information on popular social media platforms and supporting resources will be published in May. This will include the most up-to-date information on Snapchat, Instagram, TikTok, Roblox, Twitter, Facebook, Misinformation, and Houseparty.

The 360 degree safe Cymru tool allows education settings to review and improve their online safety policy and practice.

Over 1,400 schools across Wales use the tool and evidence from the tool data shows that online safety provision in schools is improving year on year. The tool records all the entries made by schools enabling them to report on the national benchmark level (the average level recorded by schools). Over the last five years this average level has continued to improve each year.

Education settings should continually review their online safety policy and practice to ensure that:

responsibilities are allocated to relevant people

acceptable use is reviewed, understood and promoted and is consistent with the culture of the setting

there is clear understanding of how inappropriate use will be dealt with

technical solutions are relevant and up to date in light of technological change

staff and governors receive regular updated online safety training

education programmes continue to ensure that children and young people are safe, resilient and responsible users of online technologies and have high levels of digital literacy

they continue to meet statutory requirements and adapt to changes in national guidance

they learn from incidents and changing behaviours and adapt policy and provision accordingly.

For more information about revisiting your 360 degree safe Cymru review please see the guides below.

Re-visiting the 360 degree safe tool and updating the review allows leaders to check that their provision is up to date and still relevant. It also allows access to the regularly updated links in the tool to good practice documents and national guidance.

Education settings can register for 360 degree safe Cymru by logging in to their Hwb account and clicking on the link on the Hwb home page.

Keeping safe online on Hwb contains a wide range of advice, guidance and resources about keeping your learners safe online.

There are also a number of organisations that provide different types of support.

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Guidance - Education practitioners - Keeping safe online - Hwb

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During this period, we recognise that both adults and children are likely to spend more time online, whether that is for entertainment, to stay in touch with friends and family or to support distance learning. There are clearly many benefits to staying connected, however, increased time spent online may also increase the risk of encountering online safety issues.

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Report Harmful Content/ Rhoi gwybod am Gynnwys Niweidiol

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Report Harmful Content/ Rhoi gwybod am Gynnwys Niweidiol

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If you've experienced or witnessed harm online we can help. Report Harmful Content can help you to report harmful content online by providing up to date information on community standards and direct links to the correct reporting facilities across multiple platforms

Under 18?
Click here for child friendly advice Get advice on how to report abuse and harassment in sport
Close popup boxes

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Designed and Developed by South West Grid for Learning (https://swgfl.org.uk/)

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Report Harmful Content - We Help You Remove Content

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Helping anyone who comes across harmful content online

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Report Child Sexual Abuse Content/ Rhoi gwybod am Gynnwys lle mae Plant yn cael eu Cam-drin yn Rhywiol

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Report Child Sexual Abuse Content/ Rhoi gwybod am Gynnwys lle mae Plant yn cael eu Cam-drin yn Rhywiol

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Internet Watch Foundation/ Sefydliad Gwylio’r Rhyngrwyd

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The Internet Watch Foundation - Eliminating Child Sexual Abuse Online

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Working to protect those sexually abused in childhood and make the internet a safer place by identifying & removing online child sexual abuse images & videos.

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Report Online Sexual Abuse/ Rhoi gwybod am Gam-drin Rhywiol Ar-lein

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Report Online Sexual Abuse/ Rhoi gwybod am Gam-drin Rhywiol Ar-lein

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CEOP- Child Exploitation and Online Protection Command/ CEOP- Canolfan Reoli Ecsbloetio Plant a’u Hamddiffyn Ar-lein

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Are you being bullied?

If you are being bullied, or you are not ready to make a report to CEOP, you can talk to Childline anonymously online or on the phone - No worry is too big or too small.

Visit Childline

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Are you being bullied? If you are being bullied, or you are not ready to make a report to CEOP, you can talk to Childline anonymously online or on the phone - No worry is too big or too small. Visit Childline

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Online Safety Helpline for professionals/ Llinell Gymorth Diogelwch Ar-lein i weithwyr proffesiynol

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Online Safety Helpline for professionals/ Llinell Gymorth Diogelwch Ar-lein i weithwyr proffesiynol

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Supporting professionals working with children and young people

Co-funded by the European Commission, The Professionals Online Safety Helpline (POSH) was set up in 2011 to help all members of the community working with or for children in the UK, with any online safety issues they, or children and young people in their care, may face. So if you work with children and young people, we're here to help you.

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

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POSH, from SWGfL and the UK Safer Internet Centre, is here for professionals working with children and young people in the UK, to support with online safety.

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The National Crime Agency's CEOP Education team aim to help protect children and young people from online child sexual abuse.

We do this through our education programme, providing training, resources and information to professionals working with children, young people and their families.

I am:

Respecting me, you, us: building healthy relationships and creating positive cultures is a CEOP Education resource for 12 -14 year olds developed in association with clinical psychologist, Dr. Elly Hanson.

Under 18 and worried about online sexual abuse?
To report, click to visit the CEOP Safety Centre.

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The CEOP Education programme from the National Crime Agency’s CEOP Education Team aims to protect children and young people aged 4-18 from online child sexual abuse.

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So you got naked online/ Felly buoch chi’n noeth ar-lein

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So you got naked online/ Felly buoch chi’n noeth ar-lein

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Resource from SWGfl/ Adnodd gan SWGfl

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

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A resource that offers children, young people and parents advice and strategies to support the issues resulting from sexting incidents.

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

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SWGfL is a charity dedicated to empowering the safe and secure use of technology globally. Find out more about online safety and security on our website

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How to figure out if something is fake on the internet/ Sut i Ddeall os yw Rhywbeth yn Ffug ar y Rhyngrwyd

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How to figure out if something is fake on the internet/ Sut i Ddeall os yw Rhywbeth yn Ffug ar y Rhyngrwyd

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How To Figure Out If Something Is Fake On The Internet

It's important that you know how to spot misinformation on the Internet. Fake news is everywhere right now and you if you're aware that not everything that you see is real then it might stop you from sharing something that could be misleading or harmful to others. Check out Meic's tips below.

I ddarllen yr erthygl hon yn Gymraeg, clicia yma

If you're not sure what misinformation is then check out our other blog - What is Misinformation (Fake News)?

Does it sound right?

If you're going to share something then always ask yourself if it sounds right or if it's believable. Sometimes when you stop and think it will become obvious that something isn't quite right. Taking 5 or 10 minutes to check if that information is correct will save you from possible embarrassment or guilt later.

Check the URL

Sometimes a story will be made to look like it's from a trusted source to make you believe it - like a post made to look like it's from the BBC - but if you check the linked URL you will see that it isn't really a BBC link. Always check where the URL links to. Also check that the website finishes in '.cym' '.co.uk' '.com' '.gov' '.llyw' (or other common URL's). If the end of the URL looks strange then look into it further.

Do your research

Cross-reference by checking if it's been reported anywhere else. Look at trusted news sources. If you can't find it on these websites then it's unlikely that it's actually true. If it's appears on lots of different websites then it's more likely to be true. Have you heard of the organisation that published the story originally? If you've never heard of them, do a quick Google check. Some trusted sources of information are places like the BBC, ITV, Channel 4, Newsround, NHS or WHO.

Look beyond the headline

Lots of people will share a post because of the headline and won't actually click to read the story itself. If you're going to share, make sure you know exactly what it is that you're sharing. Headlines are designed to be eye catching and to sensationalize. It might not be that big a deal when you actually look into it.

Clickbait also uses headlines or pictures to draw people in, and often the story doesn't correspond to what the heading or photo suggested. You can usually tell if something is a non-story, or clickbait, by having a quick look at the comments.

Is the image or video real?

Does it look normal? Is the video glitchy or are there noticeable cuts? You might think that a video is difficult to fake, but technology means that anything can be faked. Take a look at Deepfakes and what it is in the video below.

Are they trying to sell something?

If it's a person you follow and they've tagged it as an 'ad', 'sponsored' or 'promoted' post then you need to take what is said with a pinch of salt. They are being paid to give a positive review so you need to remember that.

If it's an actual advert selling something at a much cheaper price than other sellers then it's usually too good to be true. They'll likely take your money and not send you the product. Only buy from trusted places. A quick check of TrustPilot will help. If they have bad reviews or they don't appear there - then avoid.

Ask for help

Still worried? If you're not sure how to spot if something is true or not or you're worried about something that's been shared, then talk to a trusted adult. Ask them if they can help you check if something is true or not. If you're worried then talk to them about it. It's likely they'll be able to help.

If you feel that you don't have anyone you can talk to then Meic is here for you between 8am and midnight every day. A free, bilingual, confidential helpline for those under 25 years old in Wales.

If you want to understand what Misinformation is then check out our other blog - What Is Misinformation (Fake News)

Find yourself envious of people's perfect lives on Instagram. Don't let your self-esteem suffer, check out our blog - Is What You See On Instagram Real

Further links

The websites below aim to check facts or give advice about fact checking. Check them out:

Get help

Meic is always here to talk. If you're feeling down or worried about anything then give us a call, text or chat to us online. We're here to listen and to offer advice.

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How To Figure Out If Something Is Fake On The Internet - Home - Meic

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I ddarllen yr erthygl hon yn Gymraeg, clicia yma If you're not sure what misinformation is then check out our other blog - What is Misinformation (Fake News)? If you're going to share something then always ask yourself if it sounds right or if it's believable.

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Keeping yourself safe online/ Cadw dy hun yn ddiogel ar-lein

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Keeping yourself safe online/ Cadw dy hun yn ddiogel ar-lein

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Learn how to use passwords to keep your online information safe, and how to control who sees your personal information.

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Most online service providers offer a reporting function for account holders and some offer a public reporting function to enable a third party to make a report on behalf of a child or young person.

The social media resources on Hwb give advice on how to report an issue on some of the most popular social networks, apps and gaming sites.

Here are some other specialist reporting tools.

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Report an online issue - Keeping safe online - Hwb

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Most online service providers offer a reporting function for account holders and some offer a public reporting function to enable a third party to make a report on behalf of a child or young person. The social media resources on Hwb give advice on how to report an issue on some of the most popular social networks, apps and gaming sites.

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This document has been produced by Welsh Government and the UK Council for Internet Safety (UKCIS) to support governing bodies of schools and colleges in Wales.

It might also be of interest to local authorities, diocesan authorities, Governors Wales, and any other interested parties that have a lead responsibility for online safety.

This document is to support governing bodies to undertake their safeguarding duties as a governing board. It can be considered a supporting document to the Welsh Government's Keeping learners safe statutory guidance, which sets out roles and responsibilities in respect of safeguarding children. This includes supporting schools to provide a safe, responsible and supportive environment to learn and prevent access to inappropriate or harmful content.

No action is required. This document is a guide only, intended to support governing bodies to ensure that good practice around online safety policy and provision is operational in their school or college.

Enquiries about this document should be directed to:
Digital Resilience in Education Branch
Digital Learning Unit
Digital and Strategic Communications Division
Welsh Government
Cathays Park
Cardiff
CF10 3NQ
e-mail: hwb@gov.wales

This document can be accessed from the Hwb website at hwb.gov.wales/zones/online-safety

Does the school/college have an up to date online safety policy and acceptable use policy in place? How does the school/college assess that they are clear, understood and respected by all children and staff?

360 degree safe Cymru

The 360 degree safe Cymru audit tool can be accessed from the main menu when logged in to Hwb. It supports schools to review their online safety policy and practice. You should check that the school has an account and, if they do, when they last used the tool.

Online safety zone on Hwb

The Keeping safe online zone on Hwb hosts resources for learners, parents and carers, teachers and governors on a range of specific online issues, including online bullying, online reputation and misinformation.

There are also more general resources available, such as the How to keep myself safe online (Governors) playlist, which provides advice on how you can support your learners, school and each other to stay safe online.

Training
Online safety training
Educational practitioners and professionals can register for online safety training and events on the Keeping safe online zone on Hwb. Digital regional consortia leads will be able to advise if there are any training events taking place in your area.
Keeping learners safe modules
Supporting the statutory guidance Keeping learners safe, there are three safeguarding modules available for teachers and staff. There are two further modules (4 and 5) which solely focus on online safety issues. Module 4 is for teachers and Module 5 is for governors.

Related Welsh Government documents

The UKCIS Education Working Group is comprised of the following organisations:

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five key questions for governing bodies to help challenge their schools and colleges to effectively safeguard their learners

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Five key questions for governing bodies to help challenge their schools and colleges to effectively safeguard their learners - Keeping safe online - Hwb

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This document has been produced by Welsh Government and the UK Council for Internet Safety (UKCIS) to support governing bodies of schools and colleges in Wales. It might also be of interest to local authorities, diocesan authorities, Governors Wales, and any other interested parties that have a lead responsibility for online safety.

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Privacy and Data for practioners/ Preifatrwydd a Data i ymarferwyr

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Privacy and Data for practioners/ Preifatrwydd a Data i ymarferwyr

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Managing your online professional reputation/ Rheoli eich enw da proffesiynol ar-lein

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Managing your online professional reputation/ Rheoli eich enw da proffesiynol ar-lein

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As a teacher, what you say and do online and what others say about you can have a major impact on your professional reputation. It can also influence decisions that people make about you, for good, or for bad. This is why what you post online and how you respond to what others post about you is really important.

This guide offers tips on how to manage your online reputation, including how to get advice and support if and when you need it.

Your online reputation is the opinion and perception that people have of you when they come across you online. This could be through something you've posted, like a blog on your school/college website, a photo, or any comments you make. Or, it could be through something someone has said or posted about you. This could be from a learner, a colleague, a parent/carer, or even someone you don't know professionally, like a friend or family member. It could also be via your own social media profiles or your website, if you have one.

Every reference or instance of you online contributes to what's called your digital footprint.

Managing your professional reputation online involves taking care about what you post, and how you respond to posts about you, especially any negative ones. Getting a handle on what information is already available about you, is a good place to start.

You can find your digital footprint just by doing a search of yourself, using Google or another internet search engine. This is the information that any future employer, colleague, parent/carer or learner will see if they do the same.

Once you have done that, there are a range of tools available to help you keep track of your online reputation, including Google Alerts which will notify you of any new online activity related to your personal information, such as your name.

You can apply a certain amount of control over what information about you is available online and what comes up in an internet search. The following practical steps will go a long way to implementing clear boundaries about what you make public and what you keep private.

Check your social media privacy settings. Be clear about who can see your social media profiles (like Facebook or Instagram, for example). Social media companies are very good at connecting people. Often the contacts in your phone are shared with these companies who then try and connect you with those people. If this is an issue the Social media checklists giving hints and tips are available on Hwb.

Is your account professional or personal? Make a decision about the account is it personal, professional or both? Be clear, open and honest in your bio, or profile. Don't forget you could use LinkedIn to build your professional network.

Don't overlook your profile picture. Profile pictures across all social networks are never private. Be sure your profile picture shows you in a positive way. Ensure there's no personal information or inappropriate content.

Protect your passwords. Never share your password details, so the only person who can access your social media profiles etc. is you.

Manage your list of friends. Consider reviewing who you are connected with online and do this on a regular basis.

Talk to friends and family. Let them know what you're comfortable with them sharing about you online. For example, are you happy to be tagged in a photo?

Limit your online information in Google searches. If you discover sensitive personal information online that you can't remove yourself (such as a sensitive photo that's been shared without your consent), you can ask Google to remove this. You can check what Google is willing to remove here.

Sometimes it can be difficult not to be friends with some people. In smaller schools/colleges in rural areas, there are often a lot of parents/carers who are already friends with teachers before their child joins the school/college. In a larger school/college in a city setting, this may be less likely.

Your school should have a social media policy in place which is worth consulting in the first instance. If your intended use is in line with school/college policies, and you're happy for parents/carers to see what you share online, it's down to your personal discretion. The Welsh Government is aware of some of the challenges social media presents for practitioners. SWGfL, as part of their contract with the Welsh Government, has produced a range of template policies, freely available on Hwb.

It's a different situation being friends with learners on social media. There needs to be a certain amount of professional distance between teachers and learners. Being friends with a child or young person could blur these boundaries.

It's worth considering what kind of issues it could cause if one of your learners starts messaging you or tagging you in posts on social media. This could cause concern among other parents/carers and teachers, and make your life at school/college quite challenging.

If you're looking for a way to collaborate with learners on a school/college project, there are other, more suitable virtual learning environments dedicated to education.

Your social media accounts are yours and what you do with them is up to you. However, if you engage with anyone from the school community using your personal social media channels remember that you are also, in this context, representing the school, so here are a few points to consider.

What does this post say about you?

If it's text, is it grammatically correct and with the correct spelling?

Are you using appropriate language and behaviour?

If it's an image, does it portray you in a positive professional light?

If it's referring to someone else, e.g. a colleague, is it positive?

Does it comply with your school/college's policies and procedures?

You have no control over what people say or post about you online. But you do have control over how you respond. And, in fact, a professional response can say more about you than the original post. If you are going to respond to a comment, always be polite and professional.

You should always be very careful when assessing negative comments online. A simple rule is never respond online immediately. Instead, take time to consider a response and to seek advice.

The Professionals Online Safety Helpline can help with issues concerning your reputation as well as with a range of other online safety issues. They have fast-track access to social networking providers and can mediate on your behalf, where necessary. Call 0344 381 4772 or email helpline@saferinternet.org.uk.

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a teacher s guide to managing your professional online reputation

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A teacher's guide to managing your professional online reputation - Keeping safe online - Hwb

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As a teacher, what you say and do online and what others say about you can have a major impact on your professional reputation. It can also influence decisions that people make about you, for good, or for bad. This is why what you post online and how you respond to what others post about you is really important.

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How do you assess risk?/ Sut mae asesu risg?

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How do you assess risk?/ Sut mae asesu risg?

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How to assess and mitigate risk as you design and deliver an online service.

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An "isolated" gamer has been jailed for more than two years after grooming two boys he met on Minecraft before asking them sexual questions and requesting indecent photographs.

Adam Isaac, 23, from Merthyr Tydfil in south Wales, switched from Minecraft to Skype, text message and Snapchat to carry on communicating with the boys, aged 12 and 14.

He was already on the sex offenders' register after being cautioned in 2015 for possessing a "small number" of indecent images of children.

Rachel Knight, prosecuting, told Merthyr crown court: "He bought them gifts via PayPal to use in the game, and the crown say he did this to win their trust, in effect grooming them.

"During Skype conversations the defendant moved the conversation towards sexual matters and also asking them to send pictures over Snapchat."

The court heard Isaac, who lived at home with his parents, was apprehended when the father of one of the boys discovered the online conversations and alerted police.

Isaac was arrested in January last year and was "entirely frank" with detectives, Knight said.

"He described himself as a 22-year-old bisexual male who had never had a relationship with anyone," she said. "He accepted that the swapping of pictures was for his own sexual gratification. He admitted sending gaming gifts to the boys but he denied he had any intention of meeting up with them in real life."

She added: "There was a significant degree of planning, there was grooming behaviour and there was a significant degree of difference in age."

Isaac pleaded guilty to five charges of causing or inciting child prostitution or pornography, one charge of causing or inciting a child in sexual activity, one charge of engaging in sexual activity in the presence of a child and one charge of possessing indecent images.

In a victim impact statement read to the court, the family of the 12-year-old said he was still suffering from the grooming but it was hoped he would "eventually lead a normal life and return to the child he was".

The court heard that the indecent images - five pictures and three videos - were of a third boy who had also been playing Minecraft. He has never been identified.

Sue Ferrier, defending, said Isaac was bullied at school and had been playing online games since he was 12. "He didn't fit in and has been rejected from many different areas of life," she said. "He found the online world more fascinating than the real world. The reality is that he does not have any good friends.

"He is a young man who needs help and it is a shame that he didn't receive that help when his offending first came to light as a teenager. He is isolated, he never goes out at all, he is always indoors."

Jailing him for two years and eight months, the judge Richard Twomlow said: "Over a period of five months you befriended two young boys aged 12 and 14. Contact was initially made because you all played Minecraft, which is a game that is very popular with teenagers. It is an innocent site concerning construction. You therefore knew that you were on a site that was very far removed from the conduct that you later engaged in.

"This was clearly all a grooming process. These were serious offences over a period of time. They are aggravated by the fact in March 2015 you were given a caution for the possession of indecent images of children. People have to understand the seriousness of behaviour like yours and it will result in a prison sentence."

Isaac was placed on the sex offenders' register for life and made the subject of an indefinite sexual harm prevention order, which places restrictions on but does not permanently exclude his internet use.

An NSPCC spokesman said: "Isaac's offences are serious involving the use of an online game played by millions of children to contact his young victims. Online safety is one of the major 21st-century child protection challenges as we know the internet is used as as gateway by abusers to commit hundreds of offences against children each year."
Topics

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Welsh gamer jailed for grooming two boys on Minecraft

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An "isolated" gamer has been jailed for more than two years after grooming two boys he met on Minecraft before asking them sexual questions and requesting indecent photographs. Adam Isaac, 23, from Merthyr Tydfil in south Wales, switched from Minecraft to Skype, text message and Snapchat to carry on communicating with the boys, aged 12 and 14.

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Groomed Through Gaming: The Murder Of Teenager Breck Bednar

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Sample online safety and social media policy for sports clubs/organisations/ Polisi diogelwch ar-lein a chyfryngau cymdeithasol enghreifftiol ar gyfer clybiau/sefydliadau chwaraeon

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Sample online safety and social media policy for sports clubs/organisations/ Polisi diogelwch ar-lein a chyfryngau cymdeithasol enghreifftiol ar gyfer clybiau/sefydliadau chwaraeon

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This sample online-safety and social media policy (PDF) provides an example of the procedures that should support the use of social media and other online services within your club or organisation.

You can use this sample to get an idea of the types of things you should be covering in your policy and use it to create your own.

Everyone in your organisation, including staff, children and parents should read your policy and agree to it's terms.

Further information

See our online safety guide for information and advice on how to help create a safe online environment for every child, and for links to NSPCC and other online-safety resources.

Download the sample policy (PDF)

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Sample online safety and social media policy | CPSU

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This sample online-safety and social media policy (PDF) provides an example of the procedures that should support the use of social media and other online services within your club or organisation. You can use this sample to get an idea of the types of things you should be covering in your policy and use it to create your own.

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Best Practice for online coaching/ Arfer Gorau wrth hyfforddi ar-lein

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Best Practice for online coaching/ Arfer Gorau wrth hyfforddi ar-lein

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The coronavirus (COVID-19) pandemic continues to present many challenges for us all. While some professional sport can now take place, many sports clubs and activities have again had to be cancelled and sports organisations are looking at how they can stay in touch with their teams and club members during this time.
The NSPCC has created some useful safeguarding guidance for schools who have introduced remote teaching to keep in touch with students at home.

Further to this guidance, we have provided additional information that may be specific to sports clubs and organisations.

Safeguarding procedures

A fundamental consideration for all organisations is what your own safeguarding procedures say about online use. Our online safety page has information and advice on this.

At this time, you may need to apply some of your existing guidance and procedures to the new environments. However, the principles of online safeguarding still apply. Therefore, for all online teaching and coaching, the following fundamental questions should be considered:

Do you have an online safety policy and an acceptable use statement? These should include the use of social media for staff and young people. It would be useful to revisit this and reissue it to coaches, clubs and members.

Are there specific procedures to follow in the event of concerns arising during online interaction, for example between a coach and a young person? These can be linked directly to your safeguarding procedures but need to be clear and accessible.

Do all those using, or likely to use, online coaching know what the codes of conduct are for these environments? Do you have a process for signing up to these online? This is a great opportunity to promote codes of conduct to all members and remind them of the consequences of not following these codes.

What processes are in place to ensure that coaches selling or offering their coaching services online are registered with you (where appropriate), have been recruited appropriately and have the correct qualifications and insurance to offer online coaching?

Parental involvement is critical to ensure you have parental consent for involvement in the activity. How is this managed by the coach?

What is the process for addressing concerns raised, such as instances of misconduct online, and how do these work during the current pandemic?

Consider the platform that is being used. Are privacy and confidentiality settings appropriate? For more information on different websites and platforms, see Net Aware.

Online group coaching sessions

Ensure that all members have access to the sessions to avoid anyone feeling excluded from the group. Can the session be recorded for those that are unable to attend live (in accordance with consent and data protection guidance)? Consider how communication between the coach and the children and their parents is managed. Is this in line with your procedures?

Be clear on what the sessions will be used for. This will ensure that participants are clear on what to expect and will help to reduce any anxieties on this new way of training.

Have sessions been risk assessed in light of the specific needs of the audience? How will risk be managed? For example, if there is an injury as a result of activity during the session.

Is there an opportunity for the group to interact directly, or is this only via the coach? If the former, how will this be monitored and moderated? How will cyber bullying be addressed?

Are codes of conduct clear for coach and participants?

One-on-one online coaching sessions

These sessions should take place in an open environment - for example, the living room - and should be organised with the parent's consent and supervision. Consider how communication is managed between the coach and the child and their parents.

Have sessions been risk assessed? And how will risk be managed?

Are codes of conduct clear for coach and participant?

Training programmes and schedules

Many clubs are posting training schedules online that can be completed at home. These should be carefully managed, with regular discussions to ensure skills and techniques are being performed correctly to avoid risk of injury.

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The coronavirus (COVID-19) pandemic continues to present many challenges for us all. While some professional sport can now take place, many sports clubs and activities have again had to be cancelled and sports organisations are looking at how they can stay in touch with their teams and club members during this time.

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Running events and competitions/ Cynnal digwyddiadau a chystadlaethau

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Running events and competitions/ Cynnal digwyddiadau a chystadlaethau

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Safeguarding guidance for activity deliverers

Due to the Coronavirus pandemic, sports clubs and organisations have found themselves in a position of having to look at alternatives to face-to-face training and events. This has resulted in events and competitions taking place virtually.

This briefing paper highlights your safeguarding responsibilities when running virtual events and competitions for children (PDF) and also looks at how you can mitigate any risks associated with using digital platforms.

Author: NSPCC Child Protection in Sport Unit
Published: 2020

Contents

introduction

pre-activity planning

delivering a virtual activity for competition entry

mitigating risks

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Virtual events and competitions for children | CPSU

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Due to the Coronavirus pandemic, sports clubs and organisations have found themselves in a position of having to look at alternatives to face-to-face training and events. This has resulted in events and competitions taking place virtually.

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Safeguarding- self audit tool/ Diogelu- offeryn hunanarchwilio

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Safeguarding- self audit tool/ Diogelu- offeryn hunanarchwilio

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Information from Children in Wales/ Gwybodaeth gan Plant yng Nghymru

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Information from Children in Wales/ Gwybodaeth gan Plant yng Nghymru

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If you are worried about a child or young person in your family or community, you can call 101 to report any issues. If you are worried that a child or young person is in immediate danger or harm please call 999.

If you would like to report a safeguarding concern for a child or young person, you can contact social services in your area. The contact information is available via the local safeguarding boards:

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If you are worried about a child or young person in your family or community, you can call 101 to report any issues. If you are worried that a child or young person is in immediate danger or harm please call 999.

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Data Protection and Safeguarding/ Diogelu Data a’i gadw’n ddiogel

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Data Protection and Safeguarding/ Diogelu Data a’i gadw’n ddiogel

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Where is data held?/ Ble mae data’n cael ei gadw?

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Where is data held?/ Ble mae data’n cael ei gadw?

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Always look at the tool's Privacy Policy to understand what data is held about a young person, why and where.
Is that secure?/

Edrychwch ar Bolisi Preifatrwydd yr offeryn bob amser i ddeall pa ddata sy’n cael ei gadw am berson ifanc, pam a ble.
Ydy hynny’n ddiogel?

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Could you help build a child/young person's digital resilience?/ Allech chi helpu i feithrin gwydnwch digidol plentyn/person ifanc?

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Could you help build a child/young person's digital resilience?/ Allech chi helpu i feithrin gwydnwch digidol plentyn/person ifanc?

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We are more dependent on technology than we ever could have imagined a few years ago. For young people, this has opened up untold possibilities for learning, socialising and play. The whole world is - literally - at their fingertips. Mostly, that's fantastic. But of course there are still risks online - and, technology being so fast-moving, it isn't always possible to anticipate the hazards. Even if you could, it's not clear that you'd want to shut down all the opportunities that exist online for the sake of a relatively small risk of being unsafe.

As with offline life, an important part of parenting is teaching your child how to stay safe - and how to be resilient.

What does digital resilience mean?

For young people, being digitally resilient means:

Understanding that there are some risks online, and that these come in different forms, from fake news to being tempted to behave in ways they might later regret.

When they encounter risks, or when something difficult or unpleasant happens, they know where to turn for help.

They can learn from their experiences.

They can recover.

Digital resilience grows through experience. It doesn't come from avoiding the digital world. Tools and filters aren't a bad start, particularly for very young children, and we'd all do well to check our privacy settings more often. But it's vital that children are allowed to explore online. If you rely solely on parental controls, your child will do what children are programmed to do, and attempt to find a way around them.

Parent Zone's research with the Oxford Internet Institute found that children who were more monitored and controlled were actually less safe online. Those who had the freedom to use the internet, backed by supportive parenting, were less likely to come to harm online and more likely to enjoy positive experiences such as learning a new skill.

Understand risks online

Talk to your child about what they like doing online.

How are they using the internet for learning? For socialising? For gaming and play?

What do they like?

What do they dislike about their online experiences?

Do they see any risks or threats?

How have those changed - did they change in lockdown, for instance?

It's important to be open-ended in these conversations, rather than giving the impression you're checking up on them. Be genuinely interested in their online lives - in why they like particular games, for example.

Know what to do to seek help

Make sure your child knows that if they come up against problems online, they won't be blamed. They can come to you - and if they don't want to speak to you, there are other adults they can talk to.

Reassure them that adults are on a learning curve with tech too. The important thing is to keep thinking about whether you want what's happening to carry on and, if not, what you can change.

On social media platforms such as Facebook, YouTube, Instagram, Twitter, and Snapchat, there are simple mechanisms for reporting. These links take you to the reporting pages - or you can search for 'Report' or go to their 'Help' sections.

True Vision is a police-funded site that provides information about hate crime. You can report all forms of hate crime, including online content, at www.report-it.org.uk. This includes racial, homophobic, religious or disability hate crime.

To report online material promoting terrorism or extremism go to https://www.gov.uk/report-terrorism.

Content on mobile phones - unsuitable videos, still images or text - can be reported to the mobile operator.

Any inappropriate contact from an adult can be reported to the National Crime Agency at NCA-CEOP

Learn from experience

If something happens online, it's important to acknowledge your child's feelings about it. Stay calm, make sure they know where to go for help if they need it.

Recover

In the end, you need to be the same sort of parent online as offline: negotiating boundaries, talking about difficult subjects, helping your child to recognise good and bad behaviour.

The internet can no longer really be seen as separate from the rest of life. It isn't the enemy. That doesn't mean children have to be in front of screens the whole time. Be consistent about your rules (and include yourself!) and, as children get older, try to agree the rules with them so that they have some control.

Teach your child to think critically about what they read, see or hear online.

It's much harder for people to empathise with each other when their communications are digital. Helping your child to pause and think about the impact of things posted online will help them cope and avoid getting caught up.

Maintain a positive outlook. If you constantly criticise the apps and games they love, they're not going to want to talk to you about their online life.

Having a feeling of control is important to digital resilience: help your child to feel that they have autonomy and, at the same time, that you're always going to be there for them.

Digital resilience is (unfortunately!) not fixed. It's not a set of lessons that can be learnt. The good news is that parents can help to foster it with clear boundaries and freedom to explore, letting your child know you'll be there to help if anything goes wrong.

Further reading

A shared responsibility: building children's online resilience (Parent Zone report 2014)

Ordinary magic for the digital age: understanding children's digital resilience (Parent Zone report 2017)

'Fostering the digital resilience of young people isn't just sensible, it is critical'

The advice published on Parent Info is provided by independent experts in their field and not necessarily the views of Parent Zone or NCA-CEOP.

Updated: ​June 2020

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We are more dependent on technology than we ever could have imagined a few years ago. For young people, this has opened up untold possibilities for learning, socialising and play. The whole world is - literally - at their fingertips. Mostly, that's fantastic.

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Europol Research during Covid/ Ymchwil Europol yn ystod Covid 

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Europol Research during Covid/ Ymchwil Europol yn ystod Covid 

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Cybercriminals have been among the most adept at exploiting the COVID-19 pandemic for the various scams and attacks they carry out. With a record number of potential victims staying at home and using online services across the European Union (EU) during the pandemic, the ways for cybercriminals seeking to exploit emerging opportunities and vulnerabilities have multiplied.

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Catching the virus cybercrime, disinformation and the COVID-19 pandemic

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Cybercriminals have been among the most adept at exploiting the COVID-19 pandemic for the various scams and attacks they carry out. With a record number of potential victims staying at home and using online services across the European Union (EU) during the pandemic, the ways for cybercriminals seeking to exploit emerging opportunities and vulnerabilities have multiplied.

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Building Children’s Online Resilience/ Meithrin Gwydnwch Plant Ar-lein

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Building Children’s Online Resilience/ Meithrin Gwydnwch Plant Ar-lein

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a report by Dr Andrew K Przybylski/ adroddiad gan Dr Andrew K Przybylski

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Resources from ThinkUKnow to support professionals/ Adnoddau gan ThinkUKnow i gefnogi gweithwyr proffesiynol

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Resources from ThinkUKnow to support professionals/ Adnoddau gan ThinkUKnow i gefnogi gweithwyr proffesiynol

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CEOP Talks Relationships

6 weeks of information and resources to help professionals support secondary aged young people in building healthy relationships and protect them against sexual abuse.

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Resource Library

The Resource Library enables you to search and view NCA-CEOP Education resources by category and age range.

Latest news & events

FEATURED RESOURCE
The Dark Web Explained

This short film and accompanying fact sheet, created by the National Crime Agency in collaboration with the Children's Society and the Marie Collins Foundation will help you understand what the Dark Web is, why young people might use it and how to have conversations about the Dark Web with young people if they are.

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Featured resource
Respecting me, you, us: building healthy relationships and creating positive cultures.

Eight lesson plans and five short situational films which aim to help 12-14 year olds develop a better understanding of healthy relationships, to better protect them from harm through child on child abuse, both on and offline.

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Featured resource
New 4-7s website and guide for parents and carers

Featuring characters and messages from the CEOP Education Jessie & Friends resource, the new 4-7s website helps children to develop the skills and knowledge they need to stay safer when spending time online. Designed for children to visit with their parents, carers or other supervising adults, users complete 'badges' where they help the characters, Jessie, Tia and Mo, to identify when to 'Tell a Grown Up' (TAG) in different situations online.

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Our Blog

A guide for police staff: how to support the delivery of effective education to protect children from online sexual abuse

Advice for police staff working within education settings to protect children from online sexual abuse.

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CEOP Talks Relationships: in conversation with Dr. Elly Hanson webinar summary

Key questions and answers from our recent webinar with Dr. Elly Hanson.

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CEOP Talks Relationships

6 weeks of information and resources to help professionals support secondary aged young people in building healthy relationships and protect them against sexual abuse.

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Guidance

Stay informed with legal, policy and research based guidance on how to support young people and help prevent online child sexual abuse.

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Take a look at the our education programme's full resource offer for 2022.

VIEW RESOURCE OFFER

A list of answers to frequently asked questions about our education programme.

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Education professionals can access free online safety resources, the latest guidance and policy developments and book training.

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Education for a Connected World/ Addysg ar gyfer Byd Cysylltiedig

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Education for a Connected World/ Addysg ar gyfer Byd Cysylltiedig

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A framework created by ThinkUKnow providing guidance on supporting children and young people to navigate the digital world/

Fframwaith a grewyd gan ThinkUKnow sy’n rhoi arweiniad ar gefnogi plant a phobl ifanc i gael hyd i’w ffordd yn y byd digidol

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This curriculum framework provides guidance on supporting children and young people to navigate the digital world safely.

It specifically focuses on:

Self-image and identity

Online relationships

Online reputation

Online bullying

Managing online information

Health, wellbeing and lifestyle

Privacy and security

Copyright and ownership

In each area, it describes the skills and understanding children and young people should have the opportunity to develop at different ages and stages.

The framework was updated in June 2020 to reflect the introduction of statutory RSE in England in September, and expands learning outcomes related to:

understanding, respecting and protecting individual autonomy, and;

the right to give or withhold consent.

It also repositions some outcomes in response to new behaviours related to safeguarding.

The framework was developed by the UK Council for Internet Safety (UKCIS).
How to use it
You can use the framework to:

Develop a curriculum to support young people to be safe online

Audit and evaluate existing provision

Coordinate delivery of online safety education throughout the curriculum

Improve engagement on issues related to online safety

Develop training for staff and governors/board members

Who can use it
School leaders, teachers and other members of the children's workforce that provide online safety education.
Where to find it
Download the framework here.

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Education for a connected world: curriculum framework 2020

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This curriculum framework provides guidance on supporting children and young people to navigate the digital world safely. It specifically focuses on: Self-image and identity Online relationships Online reputation Online bullying Managing online information Health, wellbeing and lifestyle Privacy and security Copyright and ownership In each area, it describes the skills and understanding children and young people should have the opportunity to develop at different ages and stages.

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Deep Fake video/ Fideo Ffugio Dwfn (Deep Fake)

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Deep Fake video/ Fideo Ffugio Dwfn (Deep Fake)

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An example of how technology can be used to create a computer generated version of a face. This has been used to impersonate celebrities/

Enghraifft o sut mae technoleg yn gallu cael ei defnyddio i greu fersiwn gyfrifiadurol o wyneb. Defnyddiwyd hyn i ddynwared sêr

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US comedian Jim Meskimen has used his impressionist skills to help create a deepfake video.

Deepfakes are fake videos of others created using machine learning.

Meskimen recorded a video of 20 different impressions.

Over 20,000 images for each face were used to train the system and create the deepfake video.

BBC Click finds out more.

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US comedian Jim Meskimen has used his impressionist skills to help create a deepfake video. Deepfakes are fake videos of others created using machine learning. Meskimen recorded a video of 20 different impressions. Over 20,000 images for each face were used to train the system and create the deepfake video.

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HWB Resources- Digital Citizenship/ Adnoddau HWB – Dinasyddiaeth Ddigidol

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HWB Resources- Digital Citizenship/ Adnoddau HWB – Dinasyddiaeth Ddigidol

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This Online Safety Resource is designed to empower learners to think critically, behave safely, and participate responsibly in our digital world.

These free materials developed by South West Grid for Learning and supported by the Welsh Government, are based on Common Sense Media resources from the United States. With 5 individual lessons for every year group from Foundation Phase to Key Stage 4 and beyond, you can find the resources that are just right for your classroom.

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Online Safety Resource for Wales - Keeping safe online - Hwb

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This Online Safety Resource is designed to empower learners to think critically, behave safely, and participate responsibly in our digital world. These free materials developed by South West Grid for Learning and supported by the Welsh Government, are based on Common Sense Media resources from the United States.

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Courses can be tailored to your specific requirements, including content and timing, and Children in Wales will provide a unique programme, an expert trainer and resources to support your continuing professional development.

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If you are interested in buying one of our training courses specifically for your organisation, or commissioning bespoke training, Children in Wales can organise this for you.

Courses can be tailored to your specific requirements, including content and timing, and Children in Wales will provide a unique programme, an expert trainer and resources to support your continuing professional development. This can be a cost effective way of delivering a tailored-made training package to a whole staff team, at the time and place that best meets their needs.

A full list of training topics can be found in our learning platform.

Find out more about the sorts of training we can provide by looking at these case studies, or by looking our training feedback or training archive.

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If you are interested in buying one of our training courses specifically for your organisation, or commissioning bespoke training, Children in Wales can organise this for you. Courses can be tailored to your specific requirements, including content and timing, and Children in Wales will provide a unique programme, an expert trainer and resources to support your continuing professional development.

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Content warning: This section includes graphic sexual descriptions.

A nude image must include one of the following to be removed:

nude or semi-nude sexual posing

someone nude or semi-nude touching themselves in a sexual way

any sexual activity involving a child

someone hurting someone else sexually

sexual activity that includes animals.

Where possible, it is better if you can upload the original image or video, or a copy of it, rather than a photograph of it on another screen. This helps IWF find the image more accurately.

If you want to report something that isn't a nude image or video to see if it can be taken down, you can see more information from Childline about deleting things shared online here. You can make a report to CEOP, the part of the police who are there to support children and young people online. You can always speak to a Childline counsellor.

Confirming your age with ID gives us more legal powers to remove images from as many places as possible. If you don't have ID or feel comfortable using it, we can still take down images, but from fewer places.

You can use the following ID to confirm your identity using Yoti:

passport or biometric residence permit

driving licence and provisional licence

Young Scot Card (Yoti app only)

CitizenCard (Yoti app only).

If you don't have any of these, you can get a young person's ID card. You'll be able to get this for £5 with the promo code NSPCC5. Make sure you choose 'Yoti CitizenCard' on the first page.

Whatever ID you use, please make sure that it is valid and in-date.

IWF will read all reports within one working day, from Monday to Friday. The time it takes to get your image removed from the internet can be different depending on where the image is hosted.

If the image is on a UK-based website it can often be removed within 2-3 hours. Unfortunately, in some countries it can take longer - sometimes days or weeks. But IWF analysts will always try to make sure it happens as soon as possible.

We'll do our best to let you know once your image has been removed by sending a message to your  Childline locker.

We recommend you check your locker every few days after you make a report. This is so you can see if your image has been removed, and so Childline can let you know if IWF need more information to be able to remove it. Remember, IWF can't contact you directly.

If you need support to help you cope while you're waiting, you can also speak to a Childline counsellor any time.

When you use Report Remove, your image or video is shared with the Internet Watch Foundation (IWF). They'll work to get your image removed from the internet. See 'Who are the IWF?' to learn about how that happens.

Most of the time, nobody will know that you've made a report and your report won't be shared with anyone else.

If the police already have the image or video you report, then they might investigate what's happened. Only the police can decide if they'll need to tell someone else.

The police might already have your image or video if:

someone has reported it on another website and that website passed it to the police

they're investigating someone who had or has the image or video already (if someone is found to have your image and is breaking the law - regardless of how, it may be included as evidence in a criminal case against that person

someone else reported the image to them directly.

Remember that the police are there to protect you, not to get you into trouble. If the image has been reported somewhere else and you're worried, you can always  speak to a Childline counsellor.

If you have parental controls on your phone your parent or carer might see when you want to download a new app, so they might get a notification if you try to download Yoti and want to know why. To avoid this, use the second option to prove your age (called 'ID verification').

The IWF can remove images that are public or available to anyone on the internet. However, they won't be able to remove images or videos on encrypted networks like WhatsApp, or which are saved on a person's phone or computer.

If you're over 13 and you've made a report without using ID, then there may be some sites the IWF can't take images down from.

If you don't use ID the IWF can help by removing your image or video from most sites. If you do use ID, the IWF can remove from all sites

The Internet Watch Foundation (IWF), a UK charity, are there to help remove illegal nude images of under 18s posted online.

Once the IWF has confirmed your nude image is against the law and can be removed from the internet they give it a digital fingerprint called a 'hash'. The hash can be used to find your image online even if it has been cropped or slightly changed.

Sharing just the hash with certain trusted companies and organisations, means that technology can be used to find online matches of the image - this is key to trying to stop it appearing in different places on the internet. Even though the hashes and images are shared with UK police, this is so that if they came across the image some other way, they'd know that you also reported it yourself. Report Remove was developed with the full support of the police and no one involved wants to get you into trouble for sharing the image so it can be removed.

Different companies use the hash in different ways. For example, if an illegal image match is found to have been shared by an online account holder, a company may decide to close that person's account as posting illegal images will be against the company's terms and conditions. If your image(s) are found on or are linked to your online user account(s) it may be possible for the company to associate your profile with the images.

The companies that take the hashes trust the Report Remove process, however if they have significant concerns that the person in the image may not be the person who was age verified, they may get in touch with the IWF to raise their concerns.

There are 3 organisations that help you report your image using Report Remove. These are Childline, the Internet Watch Foundation (IWF) and also Yoti if you are 13 or older and choose to prove your age using ID. All of them have a responsibility to keep all of your personal information safe.

1. We'll ask you to choose your age range (under 13, 13-15, 16-17, 18 and over). If you're under 13, you'll go straight to step 3. If you're aged 13 or older, us at Childline will ask you if you have access to ID to prove your age. If you do, you'll be asked to visit Yoti. The only information we will share with Yoti is that you are wanting to prove your age to use Report Remove.

2. Once you prove your age using Yoti, you will come back to Report Remove on Childline. The only information Yoti will share with Childline is confirmation that you're younger or older than 18.

3. We'll then ask you to create or sign in to a Childline account. Then you'll go to the IWF website to share the content you want removed. Childline will only share the information below with IWF:

that you're younger than 18 (either confirmed by Yoti, or that you told us you are younger than 18),

the age range you selected at the start,

a unique number that is created when you use Report Remove.

4. After your report has been passed to the IWF, they will tell Childline if they were able to work to take the images or video down from the internet, and why. This is so Childline can let you know what happened. IWF may also tell Childline some information about what you reported, to help them know how best to support you and keep you safe. IWF will never share an image or video that you report with Childline.

Information you give to Childline
Any information you give Childline will always be treated carefully and in line with our  Privacy Policy. This means that any information you give us as part of Report Remove will only be used to help the IWF review your report and to keep you safe. This will include the age range that you select and a unique number that's created when you go onto the IWF website. We will not share any of your information with Yoti.
Information you give to IWF
The only information you will give to the IWF are the images, videos or URLs you report. There is space to add information such as where the image or video is on a webpage.

They will process this in line with their privacy policy.

Nude images and videos that IWF decide are illegal may be kept by the IWF for up to 2 years. This is because there is an agreement with the Police and CPS (Crime Prosecution Service), called a 'Memorandum of Understanding' (MOU). Illegal images are given a hash (a string of numbers that are like a digital fingerprint). The hash is shared with organisations such as technology companies who host online content, so that they can look for the image and take it down. The actual image is not shared with these companies. The image and the hash are shared with the police who store it on their Child Abuse Image Database. Any images or videos that they decide are not illegal may be kept for a maximum of 6 months for quality checking and any follow up questions. They will then be deleted. Sometimes, even if it's decided that the content isn't illegal, IWF can share the content URL with some industry members to see if they can take the content down.

If you report a URL (link to a webpage), and choose not to prove your age using ID, IWF will still check to see if the content is something they can take action on. If so IWF may share the URL with South West Grid for Learning (SWGfL), who are a charity who help people who have had intimate images of them shared online. SWGfL will never view the content on a URL that is shared with them. SWGfL send a notice to internet companies that host the webpage you reported, to tell them to take it down. This is because IWF can only send a notice to companies to take a specific webpage down when it is confirmed it is of a child. SWGfL can also send notice to take down content, but they do not need to prove it is of a child. This helps get your images or videos from even more places.

Childline will never see what pictures, videos or URLs you share with the IWF. The only information the IWF shares with Childline apart from your case number is whether or not they could take down your images or videos, and why, so we can let you know, as well as information about the image or video that you reported that will help Childline to support you and keep you safe.

Information you give to Yoti
You can choose to use Yoti to confirm your age if you're over 13. This may involve taking a selfie, so Yoti know it is you who are proving your age, and uploading a picture of some ID. Any personal data you send Yoti - like your photo, date of birth or address - is scrambled with a high level of encryption so that even if it was stolen, no one could use it to identify you. The only information Yoti shares with Childline is confirmation that you're under or over 18.

You can see Yoti's privacy policy here, and more information about their age portal here, which is what is used in Report Remove to prove your age.

If you're using the Yoti app, Yoti may use the selfie, month and year of birth you add to the Yoti app to improve its age estimation technology. You can opt out from this in the More> My Data> Biometric consent menu of the app.

There are lots of ways to get help with your report:

if you're having problems with Yoti, you can contact them directly in the app.

if you need any support with making your report send a message to Childline with the title 'Report Remove'.

Childline counsellors are always here for you and want to help. And you can  talk to them  about anything you're going through.
I have a technical issue, what should I do?

Try using your default browser and close private browsing if you're using the Yoti app.

See if you can log in to your locker and send an email to Childline explaining your problem and the team will be able to help.

Make sure the ID you're using is valid and in-date (not expired).

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Use Report Remove to remove a nude image shared online

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A PDF of the slides I used in the training

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Online Safeguarding when working withchildren and young people Mar 21