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http://www.childhelplineinternational.org

http://www.inhope.org/gns/home.aspx

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https://www.nohatespeechmovement.org

http://www.notohatespeech.com/wp-content/uploads/2016/08/Bookmarks_EN.pdf

http://www.webwewant.eu/documents/10180/556970/WWW_new_chapter.pdf/356dfb1f-8bf0-478f-ac71-23ef0665b80f

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Media literacy meets citizenship education

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Media literacy meets citizenship education

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UNESCO has long promoted Global Citizenship education to nurture respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. More specifically:

In response to hate speech, citizenship education encompasses the knowledge and skills to identify hate speech, while enabling individuals to counteract messages of hatred.

To prevent and counter violent extremism, education can:

Help young people develop the communication and interpersonal skills they need to dialogue, face disagreement and learn peaceful approaches to change.

Help learners develop their critical thinking to investigate claims, verify rumours and question the legitimacy and appeal of extremist beliefs.

Help learners develop the resilience to resist extremist narratives and acquire the social-emotional skills they need to overcome their doubts and engage constructively in society without having to resort to violence.

Foster critically informed citizens able to constructively engage in peaceful collective action.

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http://educateagainsthate.com   This website provides concrete advice for parents, teachers and school leaders on protecting children from extremism and radicalisation, pointing to both Islamist extremism and extreme right-wing groups. The website encourages positive debate and provides a wealth of information and on, possible warning signs, which young people are vulnerable and why, and the important role of prevention and education.

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A Story about Cats, Unicorns and Hate Speech

https://youtu.be/kp7ww3KvccE

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http://www.coe.int/en/web/freedom-expression/hate-speech

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https://www.dove.com/uk/dove-self-esteem-project/school-workshops-on-body-image-confident-me.html

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http://storage.eun.org/resources/upload/077/20160607_075314472_77_Step%20by%20Step%20Shame%20Sexting.pdf

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Online relationships and sexting: sextortion

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Online relationships and sexting: sextortion

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https://youtu.be/VPAcTw5PpiE

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Children's online risks and opportunities

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Children's online risks and opportunities

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http://netchildrengomobile.eu

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https://youtu.be/TJyHmoSeHog

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ix key areas to consider:

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

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

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

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

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

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

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Online identity - the pressure to be perfect

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Online identity - the pressure to be perfect

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https://www.youtube.com/watch?v=7ouIlU505Hc

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http://www.webwewant.eu/documents/10180/18685/Handbook_for_web+lght.pdf/11922503-f1c3-45a4-817d-0795cff0b199

http://www.webwewant.eu/documents/10180/556970/WWW_new_chapter.pdf/356dfb1f-8bf0-478f-ac71-23ef0665b80f

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As my students are very young, I always find it challenging to find the right resources and ideas for activities to start the discussion with them.

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Developing social and emotional learning skills

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Developing social and emotional learning skills

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Yes, they can because social and emotional skills help students feel more empathy towards their peers and understand emotions, so it is probably the most effective way to prevent cyberbullying.

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According to Enable, what is a peer support scheme?

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According to Enable, what is a peer support scheme?

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"In regards to bullying, Peer Supporters can play an integral role in reducing and preventing bullying in the following ways:

Providing students with someone their own age to talk to about problems

Supporting vulnerable students in the school by talking to them and helping them to feel safe

Reporting incidents of bullying to staff members

Understanding the issues that exist among their peers in relation to bullying and behaviour

Working with and supporting students who are being bullied/have bullied someone

Helping to review policies and procedures around bullying and behaviour

Running activities and campaigns which educate students, staff and parents/carers about bullying, promote

positive behaviour and attitudes, and encourage people to take a stand against bullying

Educating students and parents/carers about what they can do if they or their child is being bullied

Supporting students with the transition between schools

Being a voice for students "

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http://enable.eun.org

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https://www.youtube.com/watch?v=bLO3lqYW9vE

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Even though young students have access to the internet, those I teach are still too young (6/7 years old) and they don't complain about (cyber-)bullying because they are still learning how to read... however sometimes they can be a bit mean to each other and complain about it and I always discuss the issue with them and let them know that it's best to solve their differences face-to-face and through dialog.

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https://youtu.be/vJ2Ytr1pcNI

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A whole-school approach to online safety:

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A whole-school approach to online safety:

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Ideally, online safety should be:

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

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

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

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

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

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

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

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https://www.theguardian.com/education/2014/apr/21/teachers-abused-online-parents-pupils

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The challenges faced by young people when they are online:

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The challenges faced by young people when they are online:

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https://www.saferinternet.org.uk/safer-internet-day/2017/power-of-image-report

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Hello! My name's Sónia and I live in Póvoa de Varzim, in the north of Portugal. This year I am teaching a class of 26 first grade students, aged 6. Even though my students are very young and learning how to read, some of them have internet access at home and I think it's important for me to be aware of internet safety so that I can pass that on to my students and their parents, so they know how to use this tool wisely.

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Hello! My name's Sónia and I live in Póvoa de Varzim, in the north of Portugal. This year I am teaching a class of 26 first grade students, aged 6. Even though my students are very young and learning how to read, some of them have internet access at home and I think it's important for me to be aware of internet safety so that I can pass that on to my students and their parents, so they know how to use this tool wisely.