This report includes a table which provides specific examples of risks that sit within each of the 4 c's and separates those risks into further categories: 'aggressive', 'sexual' and 'values'.

The table also provides a list of cross-cutting risks which don’t necessarily fit into any of those 4 c’s but may impact children.

This latest report was published on 7th May 2025.

The report's tracker questions span a range of issues, from take-up and use of different types of online platforms and services, through to children’s attitudes, experiences, and beliefs about an array of media: in other words, providing a rich evidence base to understand what it means for children to be online today.

In particular, they focus on children’s critical understanding, as such skills are becoming increasingly important in a world in which there is growing uncertainty about what is true and what is false. They describe the range of ways in which children deal with their personal online worlds. And they ask about benefits and concerns: the positive aspects of being online that they and their parents identify, as well as the extent to which they encounter problematic material and feel able to keep themselves safe online.

They have new questions this year about which online safety topics children are learning in schools, whether they have any restrictions on when they can use their smartphones, and who can see their profile pictures online.

For the second year running Ofcom report on children's use of artificial intelligence tools, and this year we've also asked teenagers whether they would trust an AI-generated article more, less, or the same amount as they would trust one written by a human. As in all our reports, Ofcom provide detail about different groups of children, highlighting age, socioeconomic background and gender wherever it is useful or possible to do so.

Ofcom have much more material accessible in the interactive report and data tables.

The templates take account of updated statutory guidance e.g. Keeping Children Safe in Education and DfE Technical Standards for Schools and Colleges.

Please note: The policy templates also now include a new Policy Template on the Use of Artificial Intelligence / AI.

This toolkit will help school staff, governors and trustees:

• understand how to comply with data protection law

• develop their data policies and processes

• know what staff and pupil data to keep

• follow good practices for preventing personal data breaches

This advice is intended for maintained schools and academies. Independent schools are welcome to use it where appropriate.

The course will raise awareness of how children’s and young people’s online behaviour and attitudes have changed, and it will consider how our youngest children are being put at increasingly greater risk. This course is for all practitioners who work directly with children and young people.  

Keep an eye on the NSCP website for future dates:

Training events

**please note, there is now a £25 charge to watch this webinar -- access is given for 1 year**

This course is designed to equip foster carers with skills and confidence to help guide children and young people in their care through the digital world.

Created with help from care experienced young people and foster carers from across the UK, the four course modules build on the skills and knowledge foster carers already have.

Each module shows how foster carers can support their child’s online safety, confidence and competence online.

This course is designed to equip foster carers with skills and confidence to help guide children and young people in their care through the digital world.

Created with help from care experienced young people and foster carers from across the UK, the four course modules build on the skills and knowledge foster carers already have.

Each module shows how foster carers can support their child’s online safety, confidence and competence online.

It has three parts which should all be used together:

• Digital Passport: An introduction

• Digital Passport: For adults and carers

• Digital Passport: For children and young people

Talking regularly about their digital lives with a trusted adult is a key way to help keep children and young people safe online. The Passport provides structure and resources to support you in having those conversations.

The leaflets, which are free to download and easy to print, include key advice to help foster carers and adoptive parents get to grips with online safety. 

They've added the following links to help you navigate the guide.

Understanding the Risks and What to Look Out For

• Online Grooming

• Cyberbullying

• Over-sharing and Security

• Smartphone Apps and Gaming

• Specific Online Risks for Looked After Children

• Other Risks Online

• Recognising the Signs and Impact of Improper Internet Use

Practical Help for Internet and Mobile Phone Safety for Children and Young People

• Communication and Involvement

• Security and Privacy Controls

• Useful Resources

This page has two linked leaflets which may be supportive and a recorded webinar (which was a collaboration between Adoption UK and Childnet). The webinar looks at both general and specific online risks which adopted children and young people might be exposed to and offers practical advice and guidance for parents to ensure their child can use the internet in a safe and enjoyable way.

This is a national programme co-ordinated by the National Crime Agency and delivered by Cyber Choices teams within Regional Organised Crime Units and Local Police Force Cyber Teams.

The aims of the programme are:

• Explaining the difference between legal and illegal cyber activity

• Encouraging individuals to make informed choices in their use of technology

• Increasing awareness of the Computer Misuse Act 1990

• Promoting positive, legal cyber opportunities

  
  

Further information can be found at the linked website, or if you'd like to seek further support or advice you can email the Cyber Choices team: cyberchoices@leics.police.uk

This alert outlines what you need to know as education professionals to recognise the signs of this form of abuse, understand how to respond, and increase awareness and help seeking behaviours amongst children and young people.

This advice outlines how to respond to an incident of nudes and semi-nudes being shared (see section 1.4 for a definition), including:

• risk assessing situations

• safeguarding and supporting children and young people

• handling devices and images

• recording incidents, including the role of other agencies

• informing parents and carers

The types of incidents which this advice covers are:

• a person under the age of 18 creates and shares nudes and semi-nudes of themselves with a peer under the age of 18

• a person under the age of 18 shares nudes and semi-nudes created by another person under the age of 18 with a peer under the age of 18

• a person under the age of 18 is in possession of nudes and semi-nudes created by another person under the age of 18

This advice does not cover:

• children and young people under the age of 18 sharing adult pornography or exchanging sexual texts which do not contain images

In response to these issues, education settings should follow their local authority’s guidance and schools and colleges should also refer to the Department for Education’s (DfE’s) Keeping children safe in education statutory safeguarding guidance.

This advice outlines how to respond to an incident of nudes and semi-nudes being shared (see section 1.4 for a definition), including:

• risk assessing situations

• safeguarding and supporting children and young people

• handling devices and images

• recording incidents, including the role of other agencies

• informing parents and carers

The types of incidents which this advice covers are:

• a person under the age of 18 creates and shares nudes and semi-nudes of themselves with a peer under the age of 18

• a person under the age of 18 shares nudes and semi-nudes created by another person under the age of 18 with a peer under the age of 18

• a person under the age of 18 is in possession of nudes and semi-nudes created by another person under the age of 18

This advice does not cover:

• children and young people under the age of 18 sharing adult pornography or exchanging sexual texts which do not contain images

In response to these issues, education settings should follow their local authority’s guidance and schools and colleges should also refer to the Department for Education’s (DfE’s) Keeping children safe in education statutory safeguarding guidance.

Victim-blaming can be direct and explicit, for example, telling the victim it was their fault. It can also be indirect and unconscious, for example, questioning  what a victim could have done differently, or how they may have reacted differently in the victim’s shoes.

Children and young people receiving online safety education may express victim-blaming attitudes towards characters in scenarios or films used to support their learning.

When delivering online safety education, be alert to the fact that there may be children and young people in the room who have been victims of abuse and potentially engaged in similar activities to the characters in the scenarios or films. For example, they may have spoken to people they don’t know online or shared nude images. Victim-blaming can have a devastating impact, not only on those who have already experienced harm and trauma (whether they have disclosed this or not) but also by making it far less likely that children and young people will have the confidence to seek help if they need it.

The CEOP Education team is a part of the National Crime Agency and we run an education programme which provides training, resources and information for children and young people aged 4 - 18, their families and professionals who work with them.  

This website is a part of the programme and is designed to be shared with children who are aged 11-18.

Supporting young people to explore the information, advice and guidance on our website will help them:

• Develop confident, healthy approaches to sex, relationships and the internet.

• Identify any negative behaviour they encounter, and respond with resilience.

• Know where they can access advice and guidance on these issues, in their own time.

• Know where to go for help if they ever feel worried or threatened online or in a relationship.

  
  

You must familiarise yourself with the content and structure of the website for 11- 18s before delivering any of the activities in this toolkit.

The toolkit includes activities that can be delivered as one off lessons or used as  part of young people’s relationships and sex education. The activities cover both specific topics (such as healthy friendships and nude image sharing) and the independent exploration of the website as a whole.

It is designed to help young people under 18 in the UK to confidentially report sexual images and videos of themselves and remove them from the internet.

Take It Down is a free service that can help you remove or stop the online sharing of nude, partially nude, or sexually explicit images or videos taken of you when you were under 18 years old. You can remain anonymous while using the service and you won’t have to send your images or videos to anyone. Take It Down will work on public or unencrypted online platforms that have agreed to participate.

The CEOP Education team is a part of the National Crime Agency and we run an education programme which provides training, resources and information for children and young people aged 4 - 18, their families and professionals who work with them.  

This website is a part of the programme and is designed to be shared with parents and carers.

You can report to the CEOP Safety Centre if you are concerned that a child is being sexually abused or groomed online. This might be from someone they know or someone they have only ever met online. We are here to help and advise you and to make the child safe. 

Reports can be made by children and young people, concerned friends, parents/carers and concerned adults.

Please Note: If you have already reported your concern to your local statutory service, including children's social care or the police, you do not need to make a report to CEOP.  If you are a professional working with children and young people please ensure you have followed your organisation's safeguarding policy and procedures before making a report.

If you think a child is in immediate danger, please call the police on 999.

For more information relating to keeping children safe online from sexual exploitation and abuse you can visit our CEOP Education website for professionals.

Find advice and resources from parents, online safety experts and organisations to keep children safe from dangerous online challenges.

These resources have been designed to use with children in Y6.

Help them understand the possible risks and benefits of going online with our resources resources for parents, carers and teachers to use at home and in the classroom.

Both Interactive Learning and Once Upon Online have been quality assured by the PSHE Association and achieved their Quality Mark.

These resources have been designed to use with children in Y5 and Y6.

These resources have been designed to use with children in Y6.

This non-statutory advice aims to support designated safeguarding leads (DSL) or equivalents, and senior leadership teams to respond effectively to incidents involving harmful online challenges and online hoaxes.

This applies to all schools and colleges in England. It may also be useful for other education settings.

It includes advice on:

• preparing in advance for any online challenges and hoaxes

• safeguarding children and young people

• sharing information with parents and carers

• where to get help and support

Please note: this is an interim report and therefore based on a very small sample - approximately 300 Primary aged pupils (mainly KS2) & 600 Secondary aged pupils (Years 7, 8 & 10 only) .

‘Self-generated’ CSAM are images and videos which are taken by children and then shared either: 

• willingly, usually with a boyfriend/girlfriend, or  

• unwillingly, through coercion, or 

• shared by a third party without their consent.

Some of these images end up being distributed, sometimes sold, on the open and dark web by those with a sexual interest in children.

Just over 300 children took part in the research and talked about their experiences of growing up in a digital world, where they talk to their friends, game and do their schoolwork online. Many described receiving unwanted sexual images and some commented that it has become normalised and part of their lives. The apps they use, such as Snapchat and TikTok are also used by perpetrators to talk to children and groom them into sharing sexual images. This is a serious safeguarding issue, with wide-reaching consequences that we all need to learn more about. 

PIER and IWF have written a blog post for parents about how they can better understand their children's online world and its risks.

This page features nine easy-to-use, free tools to help you protect yourself, your family, finances, devices and workplace from fraud and other online harms. Please use them in conjunction with the information and advice found elsewhere on their website.

EMSOUcyberprotect@leics.police.uk

Connect has been awarded the PSHE Association Quality Mark, demonstrating that it supports safe and effective teaching practice and meets the PSHE Association’s ‘Key principles of effective prevention education’.

These resources have been designed to use with children in Y5 and Y6.

These resources have been designed to use with children in Y5 and Y6.

These resources could be shared with parents/carers and families to support them with managing their children's screentime at home and over summer.

Aimed at children aged 7 to 10, the objective of this resource is to introduce the basics of online safety and online interactions. Essential concepts are taught such as online kindness, safe sharing and recognising trusted adults.

The Department for Science, Innovation and Technology (DSIT) recently released the Cyber Security Breaches Survey 2024, highlighting that 71% of secondary schools experienced a cyber breach or attack in the past year, in contrast to 52% of primary schools.

Digiduck's Big Decison = A story for 3 to 7 year olds about being a good friend to others on the internet.

Digiduck's Famous Friend = Digiduck and his classmates are set the task of finding out who their special guest will be at school today. Follow Digiduck and his pals in this story about critical thinking and reliability online.

Detective Digiduck = The third story in the Digiduck series, focussing on reliability of online information.

Digiduck and the Magic Castle = There’s a new game that everyone’s playing, and Digiduck wants to join in! The fourth story in the Digiduck® series, focussing on playing games online. Other themes within the book include peer pressure, password sharing, and in-app purchasing.

Digiduck Saves the Day = The fifth story in the Digiduck series, focussing on positive uses of the internet to help others. 

In each story, Smartie the Penguin encounters three different scenarios. Each time, learners are encouraged to talk about what has happened, and explain what they think Smartie should do and why. In every story, learners are also asked to join in with Smartie’s special song, to help him make his decisions!

Childnet provide two stories each, for 3-5 year olds (EYFS), 5-6 year olds (Year 1), and 6-7 year olds (Year 2). Every story is different and the themes and advice progress for each audience, but would work well for a spiral curriculum supporting online safety, computing, and relationships education.

The following issues are covered:

3-5 year olds (EYFS)

Story A: Seeing upsetting content, unreliable information, and being asked for personal information.

Story B: Adverts, searching online, and online bullying.

5-6 year olds (Year 1)

Story A: Upsetting  or frightening content, pop-ups, and screentime.

Story B: Contact from strangers, inappropriate games, and being asked for personal information.

6-7 year olds (Year 2)

Story A: Downloading apps, fact versus opinion, and being asked to meet up.

Story B: Screentime, password sharing, and online bullying.

Exploring the different sections of the acronym T.R.U.S.T will give parents and their children opportunities to start conversations around their first phone to make it an enjoyable and safe experience.

After they've worked their way through each section of the toolkit activities, it’ll be time to set up a family phone pledge - this is a chance to agree some rules and boundaries together for how the child uses their new phone.

T - Talking about safe phone use

R - Recognising rights to safety online

U - Using online safety and wellbeing tools

S - Support when facing challenges online

T - Talking about online safety going forward

Jessie & Friends follows the adventures of Jessie, Tia and Mo as they begin to navigate the online world. They learn that while the internet can be an exciting place where they can learn and have fun, sometimes they may encounter things online which make them feel worried, scared or sad.

The films are accompanied by a comprehensive resource pack for professionals, with session plans for each episode and guidance on safe and effective delivery. Also available are subtitled versions of the animations, storybooks, and posters for parents/carers and children.

Information for parents/carers is available here: Jessie Friends videos (ceopeducation.co.uk)

The page contains facts, figures, information videos and parent guides, along with recommendations for age-specific apps

The professional development platform has been designed by SWGfL experts, providing online safety training through video resources, knowledge maps, and accreditation. The platform is made even more enjoyable with quizzes and supportive resources; creating a rounded training experience for you and your staff.

In this post, Childnet will help answer the questions that parents and carers may have about algorithms and some information about how to help keep your child safe when spending time online.

GREEN posts signify resources that provide training

BLUE posts signify Government guidance

This Padlet is intended for use by professionals working with children, young people and their families within Nottinghamshire. Some information may still be of relevance to professionals who work outside of this area.

• Each column is titled for ease of search

• Click on the website link or photograph to open the web page/document

  
  

• Use the search bar at the top right corner of the page or scroll right to see all topics.

  
  

• Scroll down each column to find additional links/information, some of which may be useful to share with others as guided by the intended audience in the column titles and descriptions.

The interactive Digital Parenting Pro resource provides helpful information about what parental controls and safety settings are available across the most popular apps, games and devices.

Whether you’d like to manage screen time limits, filter out harmful content or simply understand what the latest app or game is all about, our online safety experts have gathered all the facts for you.

From jargon busters to conversation starters, read our Parental Controls & Safety Settings Guide to learn even more about keeping your child safe online.

The Department for Science, Innovation and Technology (DSIT) recently released the Cyber Security Breaches Survey 2024, highlighting that 71% of secondary schools experienced a cyber breach or attack in the past year, in contrast to 52% of primary schools.

This non-statutory advice aims to support designated safeguarding leads (DSL) or equivalents, and senior leadership teams to respond effectively to incidents involving harmful online challenges and online hoaxes.

This applies to all schools and colleges in England. It may also be useful for other education settings.

It includes advice on:

• preparing in advance for any online challenges and hoaxes

• safeguarding children and young people

• sharing information with parents and carers

• where to get help and support

These resources have been designed to use with children in Y5 and Y6.

‘Self-generated’ CSAM are images and videos which are taken by children and then shared either: 

• willingly, usually with a boyfriend/girlfriend, or  

• unwillingly, through coercion, or 

• shared by a third party without their consent.

Some of these images end up being distributed, sometimes sold, on the open and dark web by those with a sexual interest in children.

Just over 300 children took part in the research and talked about their experiences of growing up in a digital world, where they talk to their friends, game and do their schoolwork online. Many described receiving unwanted sexual images and some commented that it has become normalised and part of their lives. The apps they use, such as Snapchat and TikTok are also used by perpetrators to talk to children and groom them into sharing sexual images. This is a serious safeguarding issue, with wide-reaching consequences that we all need to learn more about. 

PIER and IWF have written a blog post for parents about how they can better understand their children's online world and its risks.

Help them understand the possible risks and benefits of going online with our resources resources for parents, carers and teachers to use at home and in the classroom.

EMSOUcyberprotect@leics.police.uk

EMSOUcyberprotect@leics.police.uk

Find advice and resources from parents, online safety experts and organisations to keep children safe from dangerous online challenges.

Find advice and resources from parents, online safety experts and organisations to keep children safe from dangerous online challenges.

These resources have been designed to use with children in Y6.

These resources have been designed to use with children in Y6.

Both Interactive Learning and Once Upon Online have been quality assured by the PSHE Association and achieved their Quality Mark.

These resources have been designed to use with children in Y5 and Y6.

It is designed to help young people under 18 in the UK to confidentially report sexual images and videos of themselves and remove them from the internet.

Take It Down is a free service that can help you remove or stop the online sharing of nude, partially nude, or sexually explicit images or videos taken of you when you were under 18 years old. You can remain anonymous while using the service and you won’t have to send your images or videos to anyone. Take It Down will work on public or unencrypted online platforms that have agreed to participate.

You can report to the CEOP Safety Centre if you are concerned that a child is being sexually abused or groomed online. This might be from someone they know or someone they have only ever met online. We are here to help and advise you and to make the child safe. 

Reports can be made by children and young people, concerned friends, parents/carers and concerned adults.

Please Note: If you have already reported your concern to your local statutory service, including children's social care or the police, you do not need to make a report to CEOP.  If you are a professional working with children and young people please ensure you have followed your organisation's safeguarding policy and procedures before making a report.

If you think a child is in immediate danger, please call the police on 999.

For more information relating to keeping children safe online from sexual exploitation and abuse you can visit our CEOP Education website for professionals.

Powered by Google Custom Search, the results are filtered using Google SafeSearch and educational resources prioritised.  We also filter the search terms to check that Swiggle is not being used to search for inappropriate content.

Powered by Google Custom Search, the results are filtered using Google SafeSearch and educational resources prioritised.  We also filter the search terms to check that Swiggle is not being used to search for inappropriate content.

Powered by Google Custom Search, the results are filtered using Google SafeSearch and educational resources prioritised.  We also filter the search terms to check that Swiggle is not being used to search for inappropriate content.

The training is available in two formats:

1. a scripted presentation pack

   for group delivery can be found below in the 'Downloads' section of this webpage. The presentation pack can be used by schools and the education sector to help teach school staff at physical or virtual group sessions - like INSET days or staff meetings.

2. a self-learn video

   for staff to complete by themselves is also available on YouTube. The self-learn video includes the same content as the presentation pack, but can be undertaken by a member of staff by themselves at a convenient time.

The training is available in two formats:

1. a scripted presentation pack

   for group delivery can be found below in the 'Downloads' section of this webpage. The presentation pack can be used by schools and the education sector to help teach school staff at physical or virtual group sessions - like INSET days or staff meetings.

2. a self-learn video

   for staff to complete by themselves is also available on YouTube. The self-learn video includes the same content as the presentation pack, but can be undertaken by a member of staff by themselves at a convenient time.

The CyberSecure Check for Schools framework has been developed in collaboration with the DfE and cyber security experts, transferring expertise into the hands of English schools.

The CyberSecure Check for Schools framework has been developed in collaboration with the DfE and cyber security experts, transferring expertise into the hands of English schools.

On its own EFACW is a useful guide but also a challenge if you have to turn those statements into a learning opportunity. That’s where ProjectEVOLVE comes in; it’s the perfect way not only to navigate the framework but resources every single one of the 350 plus statements. 

You can search by:

• Keyword

• Strand

• Key Stage

• Age

• Theme

Or just dive into the resources and filter out what you need. 

Digital wellbeing can be affected by many things, such as how long we spend on devices, how we behave online, how we interact with others, how others interact with us, what we expose ourselves to, what we’re influenced by and how we use technology to achieve desired outcomes. Much like general wellbeing, it can contribute to other areas such as our overall physical and mental health.

This page also features advice about the best way for a young person to view and think about social media influencer posts, alongside tips and advice that will help teachers and parents to support younger people in their care to manage the content that they consume.  

This page also features advice about the best way for a young person to view and think about social media influencer posts, alongside tips and advice that will help teachers and parents to support younger people in their care to manage the content that they consume.  

To coincide with that article, they have developed a supporting resource; emphasising the impact of influencer culture whilst taking you through the steps that teachers, parents and carers can take to support young people to help them to create a more positive online space.

To coincide with that article, they have developed a supporting resource; emphasising the impact of influencer culture whilst taking you through the steps that teachers, parents and carers can take to support young people to help them to create a more positive online space.

Be Internet Legends is designed to be easier for you to plan, deliver and track. It 's part of a multi-faceted programme that teaches children the skills and behaviours they need to be safer and more confident online.

You can download the lesson plans as fully prepared Google Slide presentations. 

There are six lessons for ages 7-9 and six for ages 9-11; the programme teaching guide page has one way these can be distributed.

The lesson plans use activities from one or two pillars and are approximately one-hour long sessions. 

Be Internet Legends is designed to be easier for you to plan, deliver and track. It 's part of a multi-faceted programme that teaches children the skills and behaviours they need to be safer and more confident online.

You can download the lesson plans as fully prepared Google Slide presentations. 

There are six lessons for ages 7-9 and six for ages 9-11; the programme teaching guide page has one way these can be distributed.

There are specific resources which have been designed for children with SEND - these resources are linked above.

Learn more about the Be Internet Legends programme here: Be Internet Legends - A Program to Teach Children Internet Safety

Learn more about the Be Internet Legends programme here: Be Internet Legends - A Program to Teach Children Internet Safety

Developed in partnership with the London Grid for Learning (LGfL) Safeguarding Board, the resource contains lesson plans for both primary (KS2) and secondary level that discuss how to think critically around the areas of content, contact, and propaganda material that may seek to persuade or change young people’s views.

Childnet have also produced guidance for educators which contains additional content to help you to deliver this resource. It includes an overview of the relevant laws online and definitions to support you in answering any questions which may arise during these sessions.

Developed in partnership with the London Grid for Learning (LGfL) Safeguarding Board, the resource contains lesson plans for both primary (KS2) and secondary level that discuss how to think critically around the areas of content, contact, and propaganda material that may seek to persuade or change young people’s views.

Childnet have also produced guidance for educators which contains additional content to help you to deliver this resource. It includes an overview of the relevant laws online and definitions to support you in answering any questions which may arise during these sessions.

Developed in partnership with the London Grid for Learning (LGfL) Safeguarding Board, the resource contains lesson plans for both primary (KS2) and secondary level that discuss how to think critically around the areas of content, contact, and propaganda material that may seek to persuade or change young people’s views.

Childnet have also produced guidance for educators which contains additional content to help you to deliver this resource. It includes an overview of the relevant laws online and definitions to support you in answering any questions which may arise during these sessions.

From cyberbullying to thinking critically about the online information they read, Internet Matters have a variety of primary school resources to help teach children about safe online use.

The series follows the adventures of Alfie, Ellie and Sam as they form a band and enter their school’s Battle of the Bands contest, taking on the mean but ‘cool’ Popcorn Wizards as they go. The three friends learn that while the internet can help them in pursuit of their goal, they need to use it wisely and safely.

The films are accompanied by a comprehensive resource pack for professionals, with session plans for each episode and guidance on safe and effective delivery. Also available are subtitled versions of the animations, storybooks, and posters for parents/carers and children.

Information for parents/carers is available here: Play Like Share (ceopeducation.co.uk)

Children will learn to:

• Distinguish between safe and unsafe behaviours online

• Feel more confident to seek help from a trusted adult when they need it

• Understand how they can use the CEOP Education 8-10s website to seek advice and support on staying safe online

Access the Band Runner game and CEOP Education website for 8-10 year olds here.

The CEOP Education team is a part of the National Crime Agency and we run an education programme which provides training, resources and information for children and young people aged 4 - 18, their families and professionals who work with them.  

This website is a part of the programme and is designed to be shared with children who are aged 4-7.

The CEOP Education team is a part of the National Crime Agency and we run an education programme which provides training, resources and information for children and young people aged 4 - 18, their families and professionals who work with them.  

This website is a part of the programme and is designed to be shared with children who are aged 8-10.

This page contains information about how to ensure children aged 6-10 have a safe and positive online experience.

The page contains facts, figures, information videos and parent guides, along with recommendations for age-specific apps

The page contains facts, figures, information videos and parent guides, along with recommendations for age-specific apps

This page contains information about how to ensure children aged 6-10 have a safe and positive online experience.

The page contains facts, figures, information videos and parent guides, along with recommendations for age-specific apps

The page contains facts, figures, information videos and parent guides, along with recommendations for age-specific apps

The page contains facts, figures, information videos and parent guides, along with recommendations for age-specific apps

The page contains facts, figures, information videos and parent guides, along with recommendations for age-specific apps

The page contains facts, figures, information videos and parent guides, along with recommendations for age-specific apps

Although children and young people (CYP) with SEND are more likely to experience content, contact and conduct risks. Risks do not always lead to harm. It’s likely that CYP may talk to strangers online while gaming or in a group chat, or may experience negative comments, but the key thing is to ensure they know how to recognise warning signs to prevent this turning into harm.

Although children and young people (CYP) with SEND are more likely to experience content, contact and conduct risks. Risks do not always lead to harm. It’s likely that CYP may talk to strangers online while gaming or in a group chat, or may experience negative comments, but the key thing is to ensure they know how to recognise warning signs to prevent this turning into harm.

Talk:Tech from Parent Zone is a range of visual and spoken resources to support conversations about digital.  

It’s been developed with help from young people, parents and carers, SLCN specialists and teachers. 

Talk:Tech from Parent Zone is a range of visual and spoken resources to support conversations about digital.  

It’s been developed with help from young people, parents and carers, SLCN specialists and teachers. 

Resources have been created to cover topics such as:

• Sharing personal details

• Friendships online

• One-page profile

• Cyberbullying for children with SEND visual article

• Talking to people online for children with SEND visual article

The resource consists of:

• warm-up activities

• two short stories

• a series of topic related questions to be used before and after the
  resolution

• suggested follow-on activities to deepen learners’ knowledge and
  understanding

The resource consists of:

• warm-up activities

• two short stories

• a series of topic related questions to be used before and after the
  resolution

• suggested follow-on activities to deepen learners’ knowledge and
  understanding

The materials have been designed to be adaptable to the needs of different young people and their learning settings.

Some of the activities are suitable for pupils with SEND who are slightly younger or older than 11- 16 years old and educators are invited to adapt and select from within the toolkit to best suit their purposes.

The resources could also be used with young people who have no additional needs but who may benefit from a more tailored and structured resource to access messages and advice about online safety risks.

The materials have been designed to be adaptable to the needs of different young people and their learning settings.

Some of the activities are suitable for pupils with SEND who are slightly younger or older than 11- 16 years old and educators are invited to adapt and select from within the toolkit to best suit their purposes.

The resources could also be used with young people who have no additional needs but who may benefit from a more tailored and structured resource to access messages and advice about online safety risks.

Be Internet Legends is designed to be easier for you to plan, deliver and track. It 's part of a multi-faceted programme that teaches children the skills and behaviours they need to be safer and more confident online.

You can download the lesson plans as fully prepared Google Slide presentations. 

There are six lessons for ages 7-9 and six for ages 9-11; the programme teaching guide page has one way these can be distributed.

There are specific resources which have been designed for children with SEND - these resources are linked above.

These conversations may be to:

• break some bad news

• ask about something you're worried about

• ask about topics you find uncomfortable - like sex or drugs

• ask your child if they're worried or scared by something

• ask your child about a new behaviour.

The advice to help adults decide how to talk to their child in an age-appropriate and supportive way. But they do reassure readers that 'you know your child best', and encourage readers to 'trust your judgement about what’s going to work for them'.

The NSPCC offer support parents with online safety advice, and support for children – to protect them and help them recover from abuse.

There are a range of articles and resources, including toolkits and guides.

The NSPCC offer support parents with online safety advice, and support for children – to protect them and help them recover from abuse.

There are a range of articles and resources, including toolkits and guides. These pages are appropriate for parents/carers and professionals.

The page talks about the key issues and risks associated with gaming and then provides examples of conversation starters and top tips.

The page offers answers to key questions including 'what's the difference between banter and bullying?' and 'why is bullying harmful?'. It then offers top tips about how to respond to bullying and cyberbullying.

The pages cover key topics including:

• What to do if a child has come to you and needs help

• Where to report online concerns or risks

  
  

There are then links to further pages which provide information and advice about:

• Gaming

• Online Bullying

• Grooming

• Parental Controls

• Livestreaming

• Digital Wellbeing

The page offers answers to key questions including 'is going online good for me?' and 'how can I make my experience online more positive?'. It then offers top tips about how to improve your digital wellbeing.

The page offers answers to key questions including 'how do groomers trick people?' and 'what can I do if I'm worried about online grooming?'. It then offers top tips about how to recognise grooming and seek help.

The page offers answers to key questions including 'where can I find them?', 'where do I begin?' and 'what can I do?'. It offers advice about the different layers of protection that parents and carers can use to keep their children safe online.

The page offers answers to key questions including 'what is livestreaming?' and 'How can I support my child when they’re watching or hosting livestreams?'. It then signposts to resources that may be supportive.

The ABC Online Safety Checklist gives parents/carers the building blocks to help protect their children from online risks, with a series of actions to take.

This Padlet is for school professionals, early years and childcare providers.

The Padlet can be accessed here: NCC ESHAW Hub Directory (padlet.com)

Advice includes:

If you come across a challenge that looks like it will cause harm

• Never attempt the challenges. Even if you are tempted to try them to prove that they are fake, please don't, because you may hurt yourself

• Don’t share the challenge. You could really upset a friend by passing it along, even if you are saying it’s fake or silly.

• Use your common sense. Simply being aware of where these internet trends come from, and questioning how likely it is that they are real will help you remember the videos or accounts are just made to scare you

• Tell an adult. Show them what you’ve seen and explain how it made you feel.

• Block them. Block and report accounts of trolls who post upsetting things or try to friend you and send direct messages

• Ignore it and move on. Don’t go down a black hole of trying to research and make sense of something that is only designed to upset and confuse you. 

Advice includes:

If you come across a challenge that looks like it will cause harm

• Never attempt the challenges. Even if you are tempted to try them to prove that they are fake, please don't, because you may hurt yourself

• Don’t share the challenge. You could really upset a friend by passing it along, even if you are saying it’s fake or silly.

• Use your common sense. Simply being aware of where these internet trends come from, and questioning how likely it is that they are real will help you remember the videos or accounts are just made to scare you

• Tell an adult. Show them what you’ve seen and explain how it made you feel.

• Block them. Block and report accounts of trolls who post upsetting things or try to friend you and send direct messages

• Ignore it and move on. Don’t go down a black hole of trying to research and make sense of something that is only designed to upset and confuse you. 

Key topics include:

• what's real and what's false online?

• what do we mean by misinformation and disinformation?

• examples of misinformation and disinformation

• how does it spread?

• how to spot misinformation online

• how to report hoaxes, scams and online challenges

Key topics include:

• what's real and what's false online?

• what do we mean by misinformation and disinformation?

• examples of misinformation and disinformation

• how does it spread?

• how to spot misinformation online

• how to report hoaxes, scams and online challenges

Ineqe received reports of a viral post circulating on social media about an alleged self-harm ‘game’ being shared on popular gaming platform Roblox. Known as ‘The Game’, the post claims that the game appears through private chats in an attached Word document that contains the rules and instructions.

This page outlines best practice of how to (and how not to) respond to information about harmful online challenges.

This page outlines best practice of how to (and how not to) respond to information about harmful online challenges.

Safer Schools has produced this guidance to support schools with their safeguarding response to harmful content online.

This page outlines the key risks and provides suggestions of how to minimise the potential risk - this page refers to lots of different types of pictures/videos/images, but also makes direct reference to sexualised and/or revealing photos.

This page outlines the key risks and provides suggestions of how to minimise the potential risk - this page refers to lots of different types of pictures/videos/images, but also makes direct reference to sexualised and/or revealing photos.

There is a general website and then a dedicated site to support those who are under the age of 18.

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.

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.

• It only takes a moment to make a report online.

• In an emergency, or if you need urgent police assistance, you should always dial 999.

• You can also report suspicious activity by contacting the police in confidence on 0800 789 321.

Reporting is quick, easy and anonymous. It can lead to the removal of criminal content and even the rescue of a child from further abuse. If you’d like to find out what happens with your report, you can leave an email address and request the IWF get in touch.

You can confidentially report:

• Child sexual abuse pictures or videos on the internet.

• AI, animation, cartoon or 'drawn' child sexual abuse images.

There are guides for lots of different games apps that are available on different platforms. Guides usually include information about:

• what the app/game is

• why the app/game is so popular

• what parents/carers need to be aware of

The guides are published and updated regularly.

There are guides for lots of different games apps that are available on different platforms. Guides usually include information about:

• what the app/game is

• why the app/game is so popular

• what parents/carers need to be aware of

The guides are published and updated regularly.

These individual reviews usually contain a rating from CSM and a rating from parents and they provide information about what parents need to know. The reviews usually try to provide a balanced view, highlighting potential risks and harms but stating why children may like to access that media and any positives about it.

The reviews and ratings are updated regularly - this site is a great place to visit when trying to understand about a new app/game/film that a child may have referenced.

These guides can be accessed for free by signing up for an account (email address required).

These individual reviews usually contain a rating from CSM and a rating from parents and they provide information about what parents need to know. The reviews usually try to provide a balanced view, highlighting potential risks and harms but stating why children may like to access that media and any positives about it.

The reviews and ratings are updated regularly - this site is a great place to visit when trying to understand about a new app/game/film that a child may have referenced.

These guides can be accessed for free by signing up for an account (email address required).

** Please note that many of these courses and webinars have costs associated (usually between £60-£180) but costs may vary depending on whether your school/setting has a membership. Some webinars are available to access for free under a free trial or preview.

This course supports you to watch film interviews with experts and complete the interactive quizzes and reflective tasks to help you develop your understanding.

Usually the cost for this online training is £30 per person, but please note that costs may vary - usually the NSPCC offer discounts depending on how many courses you buy, they occasionally offer courses at a reduced cost and they sometimes offer training packages for different prices too.

The information pages about online safety include:

• Facts about cyberbullying

• The 5 p's of online safety

• 4 tips for life online

• Advice about online friends

The information pages about online safety include:

• Facts about cyberbullying

• The 5 p's of online safety

• 4 tips for life online

• Advice about online friends

The information pages about online safety include:

• Facts about cyberbullying

• The 5 p's of online safety

• 4 tips for life online

• Advice about online friends

You can view or download the Guidance as a complete document, but Childnet also list the four sections that make up this full Guidance, including further resources and examples from some schools.

These key topics include:

1. Am I being bullied online? How do you tell the difference between a joke and bullying?

2. What are the effects of cyberbullying?

3. How can cyberbullying affect my mental health?

4. Who should I talk to if someone is bullying me online? Why is reporting important?

5. I’m experiencing cyberbullying, but I’m afraid to talk to my parents about it. How can I approach them?

6. How can I help my friends report a case of cyberbullying especially if they don’t want to do it?

7. How do we stop cyberbullying without giving up access to the internet?

8. How do I prevent my personal information from being used to manipulate or humiliate me on social media?

9. Is there a punishment for cyberbullying?

10. Technology companies don’t seem to care about online bullying and harassment. Are they being held responsible?

11. Are there any online anti-bullying tools for children or young people?

Cyberbullying is bullying that takes place online. Unlike bullying offline, online bullying can follow the child wherever they go, via social networks, gaming and mobile phone. A person can be bullied online and offline at the same time.

The site encourages young people to report the bullying directly to the social media site / website, and provides simple instructions of how to do this. 

There are several key topics, these include:

1. Understanding your social media feed

2. Tips for having a more positive time online

3. Top tech tips and advice from an O2 Guru

4. Dealing with online bullying

5. How to block, mute or report other accounts

6. Looking after your privacy

7. Get help now

There are several key topics, these include:

1. Understanding your social media feed

2. Tips for having a more positive time online

3. Top tech tips and advice from an O2 Guru

4. Dealing with online bullying

5. How to block, mute or report other accounts

6. Looking after your privacy

7. Get help now

Key topics include:

1. What is bullying?

2. Getting help for bullying

3. Cyberbullying

4. Get help now

Childnet strongly advise that any parent, carer, or other adult using this resource reads the guide in full before starting, to ensure they are fully prepared.

Childnet strongly advise that any parent, carer, or other adult using this resource reads the guide in full before starting, to ensure they are fully prepared.

Childnet strongly advise that any parent, carer, or other adult using this resource reads the guide in full before starting, to ensure they are fully prepared.

Childnet strongly advise that any parent, carer, or other adult using this resource reads the guide in full before starting, to ensure they are fully prepared.

Childnet strongly advise that any parent, carer, or other adult using this resource reads the guide in full before starting, to ensure they are fully prepared.

Use the filters on this page to find the guide you need - there are guides to support you with setting parental controls on different devices, different apps and different internet providers etc.

Use the filters on this page to find the guide you need - there are guides to support you with setting parental controls on different devices, different apps and different internet providers etc.

Use the filters on this page to find the guide you need - there are guides to support you with setting parental controls on different devices, different apps and different internet providers etc.

The page provides advice about different devices and types of technology, top tips for starting conversations about life online and links to a variety of blogs and articles which may offer further information, advice and support.

Schools should have processes in place to block access to harmful sites and content (filtering) and identify when a user accesses or searches for different types of content on the school’s devices so they can then intervene or respond (monitoring).

To help schools, the SWGfL delivered a series of webinars to discuss each of the standards in greater detail, they also developed a variety of resources such as a ‘standards checklist’ – all of their resources (including webinar recordings) are available to access here: Filtering and Monitoring | SWGfL

To help schools, the SWGfL delivered a series of webinars to discuss each of the standards in greater detail, they also developed a variety of resources such as a ‘standards checklist’ – all of their resources (including webinar recordings) are available to access here: Filtering and Monitoring | SWGfL

**please note, there is now a £25 charge to watch this webinar -- access is given for 1 year**

These resources might be used as part of Safer Internet Day, to help educate pupils on using technology safely, respectfully and responsibly.

These resources might be used as part of Safer Internet Day, to help educate pupils on using technology safely, respectfully and responsibly.

This quiz from The Guardian and NewsWise may support parents/carers and professionals to understand different examples of Fake News and how to spot it.

Upcoming topics include:

• Fake news detectives: developing pupils' critical literacy skills Tickets, Tue, Sep 24, 2024 at 4:00 PM | Eventbrite

• Balance and bias: developing pupils' critical literacy skills Tickets, Thu, Sep 26, 2024 at 4:00 PM | Eventbrite

• Talking about the news and supporting children’s wellbeing Tickets, Tue, Oct 8, 2024 at 4:00 PM | Eventbrite

  
  

This session will be hosted by Ygam

This session is FREE to attend, it will take place online via MS Teams and parents/carers can register their interest via the following link: https://parents.ygam.org/bespoke-parents-workshop/?crb_workshop=02.12.24%20Parent%20Awareness%20Nottinghamshire%20Schools%2018:00-19:15

During the session, Ygam will cover the following topics:

🎲 Gambling: exploring the influences on children and young people

🎮 Gaming: discussing the benefits and concerns of gaming, including microtransactions

🎮🔁🎲 The blurred lines between gaming and gambling.

👀🆘 Recognising the signs of harm and where to go for support

If parents and carers can’t make this date, they are welcome to register for one of Ygam's open workshops: https://parents.ygam.org/workshops/ 

These guides specifically reference age ratings, opportunities for additional purchases and safety checks.

Each entry includes handy advice for parents explaining how they may play a part in your child’s wellbeing, understand their frustrations and how they could positively or negatively affect your screen – time management.

Each entry includes handy advice for parents explaining how they may play a part in your child’s wellbeing, understand their frustrations and how they could positively or negatively affect your screen – time management.

There is an additional article available which provides top tips about have a conversation with a child about gambling: Chatting To Your Child - Parents.Ygam

There is an additional article available which provides top tips about have a conversation with a child about gaming: Chatting To Your Child - Parents.Ygam

There is an additional article available which provides top tips about have a conversation with a child about gaming: Chatting To Your Child - Parents.Ygam

This guide from Internet Matters provides insight and advice on how to encourage children and young people in care to make safer and smarter choices while gaming online.

This guide from Internet Matters provides insight and advice on how to encourage children and young people in care to make safer and smarter choices while gaming online.

It explores the features of live streaming and the specific risks children and young people can face.

It explores the features of live streaming and the specific risks children and young people can face.

It explores the features of live streaming and the specific risks children and young people can face.

Safer Internet Day is the UK’s biggest celebration of online safety. Each year they cover an online issue or theme that speaks to the things young people are seeing and experiencing online.

Coordinated in the UK by the UK Safer Internet Centre, the celebration sees thousands of organisations get involved to promote the safe, responsible and positive use of digital technology for children and young people.

The UKSIC publish resources for primary and secondary schools, and information for parents and carers.

Education resources - UK Safer Internet Centre

Other organisations often partner with the UKSIC to create additional resources, free Twinkl resources can be found here: Safer Internet Day 2025 | Event Information and Resources (twinkl.co.uk)

The 'Old McDonald Had a Phone' e-book tells the story of Old McDonald and his farm animals using phones (in good and not-so-good ways). The story explores screentime and how technology can impact us socially.

The 'Old McDonald Had a Phone' e-book tells the story of Old McDonald and his farm animals using phones (in good and not-so-good ways). The story explores screentime and how technology can impact us socially.

The 'Troll Stinks' e-book tells the story of two goats using a phone and having but, but then sending unkind messages to a troll thinking that it may be funny (not realising who the troll is and what impact their behaviour could have). The story explores cyberbullying and how the way we use technology can hurt others if we're not kind.

The 'Troll Stinks' e-book tells the story of two goats using a phone and having but, but then sending unkind messages to a troll thinking that it may be funny (not realising who the troll is and what impact their behaviour could have). The story explores cyberbullying and how the way we use technology can hurt others if we're not kind.

The 'Chicken Clicking' e-book tells the story of a chick who enjoys buying things online. When the chick becomes lonely she decides to make friends, and agrees to meet up with someone without telling her parents. The story explores meeting people online and how not everyone is who they say they are.

The 'Chicken Clicking' e-book tells the story of a chick who enjoys buying things online. When the chick becomes lonely she decides to make friends, and agrees to meet up with someone without telling her parents. The story explores meeting people online and how not everyone is who they say they are.

It provides key information including:

• Using computers and digital devices

• Going online

• What can go wrong when we go online?

• How can we get help going online?

• Meeting other people online

• What to do if things stop being fun

There is also a glossary of key terms and a quiz for children to check their knowledge and understanding of how to stay safe online.

Articles include:

• What is a computer system? - BBC Bitesize

• What is digital technology? - BBC Bitesize

• How do we communicate online? - BBC Bitesize

• How can we trust a website? - BBC Bitesize

• How to be safe online? - BBC Bitesize

• How to keep our personal information private - BBC Bitesize

• How to be kind online - BBC Bitesize

• How computers have changed - BBC Bitesize

Articles include:

• What is a computer system? - BBC Bitesize

• What is digital technology? - BBC Bitesize

• How do we communicate online? - BBC Bitesize

• How can we trust a website? - BBC Bitesize

• How to be safe online? - BBC Bitesize

• How to keep our personal information private - BBC Bitesize

• How to be kind online - BBC Bitesize

• How computers have changed - BBC Bitesize

It provides key information including:

• Websites and the world wide web

• What can we do on a website?

• Can we trust every website that we look at?

• Are all websites safe for children?

• How to find a website you can trust

There is also a glossary of key terms and a quiz for children to check their knowledge and understanding about websites we can and cannot trust.

Articles for Y3/Y4 include:

• How do we use digital technology? - BBC Bitesize

• What are digital communication systems? - BBC Bitesize

• Is information on the web always reliable? - BBC Bitesize

• Keeping digital devices safe from malware - BBC Bitesize

• What are digital footprints? - BBC Bitesize

• How can we be respectful and responsible online? - BBC Bitesize

Articles for Y5/Y6 include:

• How have computers changed our lives? - BBC Bitesize

• Collaborating using IT - BBC Bitesize

• Fact or fake - is information on the web always reliable? - BBC Bitesize

• What is online safety? - BBC Bitesize

• Your online data - BBC Bitesize

• What does being respectful and responsible online look like? - BBC Bitesize

It provides key information including:

• Digital content on the world wide web

• Is everything on the web true?

• What does an unreliable website look like?

• So how do you find reliable websites?

There is then a video about evaluation online content and a quiz for children to check their knowledge and understanding about whether information on the web is always reliable.

It provides key information including:

• Who can publish information and news on the web?

• Where is online content published?

• If anyone can put content online, how do we know it's not all fake?

• How do we find reliable websites?

• What does unreliable content look like?

• How can we check if it really is accurate?

• What about fake images and photos?

• What can we do about unreliable information and fake news?

There is then a quiz for children to check their knowledge and understanding about whether information on the web is always reliable.

Articles for Y3/Y4 include:

• How do we use digital technology? - BBC Bitesize

• What are digital communication systems? - BBC Bitesize

• Is information on the web always reliable? - BBC Bitesize

• Keeping digital devices safe from malware - BBC Bitesize

• What are digital footprints? - BBC Bitesize

• How can we be respectful and responsible online? - BBC Bitesize

Articles for Y5/Y6 include:

• How have computers changed our lives? - BBC Bitesize

• Collaborating using IT - BBC Bitesize

• Fact or fake - is information on the web always reliable? - BBC Bitesize

• What is online safety? - BBC Bitesize

• Your online data - BBC Bitesize

• What does being respectful and responsible online look like? - BBC Bitesize

It provides key information including:

• Learning to be respectful with friends and family

• Being respectful online

• How would you feel?

• When disrespect turns into bullying

• What is being responsible?

• Being responsible online

• Being responsible can be hard

There is then a quiz for children to check their knowledge and understanding about how they can be respectful and responsible online.

It provides key information including:

• Living life online

• Being respectful and responsible

• Some tips for being respectful and responsible online

• Does being anonymous make it easier to be mean?

• How to get help

There is then a quiz for children to check their knowledge and understanding about how they can be respectful and responsible online.

It provides key information including:

• Learning to be respectful with friends and family

• Being respectful online

• How would you feel?

• When disrespect turns into bullying

• What is being responsible?

• Being responsible online

• Being responsible can be hard

There is then a quiz for children to check their knowledge and understanding about how they can be respectful and responsible online.

It provides key information including:

• Living life online

• Being respectful and responsible

• Some tips for being respectful and responsible online

• Does being anonymous make it easier to be mean?

• How to get help

There is then a quiz for children to check their knowledge and understanding about how they can be respectful and responsible online.

Pages include:

• Online dangers - Online safety - KS3 Computer Science Revision - BBC Bitesize

• How to stay safe online - Online safety - KS3 Computer Science Revision - BBC Bitesize

• Protection from online bullying and harassment - Online safety - KS3 Computer Science Revision - BBC Bitesize

There is then an 'online safety test' with questions for KS3 children to check their knowledge and understanding of online safety - the test questions are available here: Online safety test questions - KS3 Computer Science - BBC Bitesize

Pages include:

• Online dangers - Online safety - KS3 Computer Science Revision - BBC Bitesize

• How to stay safe online - Online safety - KS3 Computer Science Revision - BBC Bitesize

• Protection from online bullying and harassment - Online safety - KS3 Computer Science Revision - BBC Bitesize

There is then an 'online safety test' with questions for KS3 children to check their knowledge and understanding of online safety - the test questions are available here: Online safety test questions - KS3 Computer Science - BBC Bitesize

The 'sharing nudes and semi-nudes' section (from page 38) explains what it is and why it is problematic - but also the different types (e.g., adult-involved, youth only - intent to harm, youth only - reckless misuse) and what we should be aware of.

There are references throughout this document to online child-on-child abuse and additional considerations for practitioners when incidents have involved the internet, social media or devices.

Whilst there is a lot of advice around preventing these situations in the first place, it is very important to recognise that this does happen and those affected really need support and guidance.

So you got naked online? aims to do just that - it offers children, young people and parents advice and provides strategies to support the issues resulting from sexting incidents.

It's available in Welsh as well as English and as an audio recording. 

There is also an SEND version of the resource (available as a downloadable pdf or an audio file). It is hosted on the Inclusive Digital Safety Hub. 

An overriding message is that parents should start these challenging conversations early. Our focus groups suggest broaching topics before a child is given a phone or a social media account, which is often around the age of 9 or 10. The guide focuses on issues such as:

• Easily accessed online pornography

• Pressure to send nude pictures

• Sexualised bullying

• Editing pictures and body image

• Peer pressure

  
  

The aim for the guide was to pull together these challenging (often seemingly unapproachable) topics for parents in an accessible way. We see this guide as the ‘starting point’ for parents to begin confronting the issues with their children.

There are signposts to the excellent resources of other expert organisations, including NSPCC, Childnet and Internet Matters, throughout the guide.

An overriding message is that parents should start these challenging conversations early. Our focus groups suggest broaching topics before a child is given a phone or a social media account, which is often around the age of 9 or 10. The guide focuses on issues such as:

• Easily accessed online pornography

• Pressure to send nude pictures

• Sexualised bullying

• Editing pictures and body image

• Peer pressure

  
  

The aim for the guide was to pull together these challenging (often seemingly unapproachable) topics for parents in an accessible way. We see this guide as the ‘starting point’ for parents to begin confronting the issues with their children.

There are signposts to the excellent resources of other expert organisations, including NSPCC, Childnet and Internet Matters, throughout the guide.

An overriding message is that parents should start these challenging conversations early. Our focus groups suggest broaching topics before a child is given a phone or a social media account, which is often around the age of 9 or 10. The guide focuses on issues such as:

• Easily accessed online pornography

• Pressure to send nude pictures

• Sexualised bullying

• Editing pictures and body image

• Peer pressure

  
  

The aim for the guide was to pull together these challenging (often seemingly unapproachable) topics for parents in an accessible way. We see this guide as the ‘starting point’ for parents to begin confronting the issues with their children.

There are signposts to the excellent resources of other expert organisations, including NSPCC, Childnet and Internet Matters, throughout the guide.

An overriding message is that parents should start these challenging conversations early. Our focus groups suggest broaching topics before a child is given a phone or a social media account, which is often around the age of 9 or 10. The guide focuses on issues such as:

• Easily accessed online pornography

• Pressure to send nude pictures

• Sexualised bullying

• Editing pictures and body image

• Peer pressure

  
  

The aim for the guide was to pull together these challenging (often seemingly unapproachable) topics for parents in an accessible way. We see this guide as the ‘starting point’ for parents to begin confronting the issues with their children.

There are signposts to the excellent resources of other expert organisations, including NSPCC, Childnet and Internet Matters, throughout the guide.

An overriding message is that parents should start these challenging conversations early. Our focus groups suggest broaching topics before a child is given a phone or a social media account, which is often around the age of 9 or 10. The guide focuses on issues such as:

• Easily accessed online pornography

• Pressure to send nude pictures

• Sexualised bullying

• Editing pictures and body image

• Peer pressure

  
  

The aim for the guide was to pull together these challenging (often seemingly unapproachable) topics for parents in an accessible way. We see this guide as the ‘starting point’ for parents to begin confronting the issues with their children.

There are signposts to the excellent resources of other expert organisations, including NSPCC, Childnet and Internet Matters, throughout the guide.

Videos include:

• Marvin wants a phone | Childnet

• Joel's dilemma about friend requests | Childnet

• Sehrish and her many group chats! | Childnet

• Aran feels the pressure to fit in | Childnet

• Isla sees online bullying | Childnet

There are lesson plans for primary and secondary schools and a guide for teachers/educators.

There is a guide for parents/carers and a downloadable 'first phone checklist'.

Videos include:

• Marvin wants a phone | Childnet

• Joel's dilemma about friend requests | Childnet

• Sehrish and her many group chats! | Childnet

• Aran feels the pressure to fit in | Childnet

• Isla sees online bullying | Childnet

There are lesson plans for primary and secondary schools and a guide for teachers/educators.

There is a guide for parents/carers and a downloadable 'first phone checklist'.

Videos include:

• Marvin wants a phone | Childnet

• Joel's dilemma about friend requests | Childnet

• Sehrish and her many group chats! | Childnet

• Aran feels the pressure to fit in | Childnet

• Isla sees online bullying | Childnet

There are lesson plans for primary and secondary schools and a guide for teachers/educators.

There is a guide for parents/carers and a downloadable 'first phone checklist'.

Videos include:

• Marvin wants a phone | Childnet

• Joel's dilemma about friend requests | Childnet

• Sehrish and her many group chats! | Childnet

• Aran feels the pressure to fit in | Childnet

• Isla sees online bullying | Childnet

There are lesson plans for primary and secondary schools and a guide for teachers/educators.

There is a guide for parents/carers and a downloadable 'first phone checklist'.

The Padlet can be accessed here: Anti-Bullying (padlet.com) 

The Padlet can be accessed here: Child-on-Child Abuse (padlet.com)

Key topics include:

• 4 ways to tackle too much screen time

• What are the signs of too much screen time?

• How to talk about screen time

• Tips to tackle too much screen time

Key topics include:

• 4 ways to tackle too much screen time

• What are the signs of too much screen time?

• How to talk about screen time

• Tips to tackle too much screen time

The UKAT website is signposted to by the NHS website).

The resource aims to empower and protect children and young people from on and offline abuse, including sexual abuse, through understanding the principles of healthy relationships and recognising when and how to seek help.

The resource aims to empower and protect children and young people from on and offline abuse, including sexual abuse, through understanding the principles of healthy relationships and recognising when and how to seek help.

The resource aims to help young people develop a better understanding of healthy relationships, and how to challenge unhealthy behaviours and social norms, to better protect them from harm through child on child abuse, both off and online.

The resource aims to help young people develop a better understanding of healthy relationships, and how to challenge unhealthy behaviours and social norms, to better protect them from harm through child on child abuse, both off and online.

Supporting young people to explore the information, advice and guidance on our website will help them:

• Develop confident, healthy approaches to sex, relationships and the internet.

• Identify any negative behaviour they encounter, and respond with resilience.

• Know where they can access advice and guidance on these issues, in their own time.

• Know where to go for help if they ever feel worried or threatened online or in a relationship.

  
  

You must familiarise yourself with the content and structure of the website for 11- 18s before delivering any of the activities in this toolkit.

The toolkit includes activities that can be delivered as one off lessons or used as  part of young people’s relationships and sex education. The activities cover both specific topics (such as healthy friendships and nude image sharing) and the independent exploration of the website as a whole.

The SMaP resource is a set of lessons designed to engage young people aged 11-14 in exploring attitudes and behaviours relating to consensual and non-consensual nude image sharing.

The SMaP resource is a set of lessons designed to engage young people aged 11-14 in exploring attitudes and behaviours relating to consensual and non-consensual nude image sharing.

Young Minds also have advice for what parents/carers can do if the way their child is gaming is affecting their mental health.

Key information includes:

• Playing games

• Tips for gaming online

• Playing games too much?

• Being bullied or trolled?

• Play our games

Key information includes:

• Playing games

• Tips for gaming online

• Playing games too much?

• Being bullied or trolled?

• Play our games

The page includes information about the following topics:

• 3 ways to make gaming safer for your child

• How risky is in-game chat?

• How do I know what games are age appropriate for my child?

• Should I be worried about gifts and trades in gaming?

Contents include:

• Chapter One: #ControlYourContent

• Chapter Two: #ControlYourConnections

• Chapter Three: #ControlYourTime

• Chapter Four: #ControlYourFollow

• Information about Stem4 apps

Contents include:

• Chapter One: #ControlYourContent

• Chapter Two: #ControlYourConnections

• Chapter Three: #ControlYourTime

• Chapter Four: #ControlYourFollow

• Information about Stem4 apps

Contents include:

• Chapter One: #ControlYourContent

• Chapter Two: #ControlYourConnections

• Chapter Three: #ControlYourTime

• Chapter Four: #ControlYourFollow

• Information about Stem4 apps

Contents include:

• Chapter One: #ControlYourContent

• Chapter Two: #ControlYourConnections

• Chapter Three: #ControlYourTime

• Chapter Four: #ControlYourFollow

• Information about Stem4 apps

Contents include:

• Chapter One: #ControlYourContent

• Chapter Two: #ControlYourConnections

• Chapter Three: #ControlYourTime

• Chapter Four: #ControlYourFollow

• Information about Stem4 apps

To deliver this presentation, print and read the delivery instructions in advance and familiarise yourself with the content and timings of the Prezi. The Prezi is embedded into this page and just needs to be played. You can advance the slides at any time. All supporting resources are provided.

The presentation is flexible and the direction of discussion can be guided by the staff member delivering it, the audience in attendance and pertinent current issues.

Time needed: 1 hour

There are a range of articles and information from Everyday Digital in the Parent Zone Library. Click here.

The Everyday Digital widget allows you to display Parent Zone’s media literacy resources on your organisation’s website. This includes articles and videos outlining simple but positive digital habits – like the #EverydayDigitalHabits video series.

The Everyday Digital widget is available to view on our Online Safety page on the NCC Schools Portal, and you can add the widget to your website by following the instructions available here: The Everyday Digital widget | Parent Zone | At the heart of digital family life

You may also wish to register for some professional training - Everyday Digital training will help you understand media literacy – and how it can help the parents you work with. For example, it can address specific concerns like mis- and disinformation and scams, or help parents feel a bit more informed about the types of spaces they're visiting online.

There are a range of articles and information from Everyday Digital in the Parent Zone Library. Click here.

The Everyday Digital widget allows you to display Parent Zone’s media literacy resources on your organisation’s website. This includes articles and videos outlining simple but positive digital habits – like the #EverydayDigitalHabits video series.

The Everyday Digital widget is available to view on our Online Safety page on the NCC Schools Portal, and you can add the widget to your website by following the instructions available here: The Everyday Digital widget | Parent Zone | At the heart of digital family life

You may also wish to register for some professional training - Everyday Digital training will help you understand media literacy – and how it can help the parents you work with. For example, it can address specific concerns like mis- and disinformation and scams, or help parents feel a bit more informed about the types of spaces they're visiting online.

There are a range of articles and information from Everyday Digital in the Parent Zone Library. Click here.

The Everyday Digital widget allows you to display Parent Zone’s media literacy resources on your organisation’s website. This includes articles and videos outlining simple but positive digital habits – like the #EverydayDigitalHabits video series.

The Everyday Digital widget is available to view on our Online Safety page on the NCC Schools Portal, and you can add the widget to your website by following the instructions available here: The Everyday Digital widget | Parent Zone | At the heart of digital family life

You may also wish to register for some professional training - Everyday Digital training will help you understand media literacy – and how it can help the parents you work with. For example, it can address specific concerns like mis- and disinformation and scams, or help parents feel a bit more informed about the types of spaces they're visiting online.

This Padlet is for school professionals, early years and childcare providers.

The Padlet can be accessed here: NCC ESHAW Hub Directory (padlet.com)

This includes information about the 4 Cs of Online Safety, the classification of online risk, responding to incidents which have featured the sharing of nudes or semi-nudes, responding to harmful online challenges or hoaxes, how to meet the filtering and monitoring standards and consideration of child-on-child abuse that may take place online.

This page provides information and advice about Social Media and Online Safety

The activities help pupils recognise and manage negative online behaviours.

Two of the activities have a Media Literacy focus, teaching children how to turn negative interactions into positive ones, and critical thinking to avoid conflict and misinterpretation online.

Three of the activities have a Social and Emotional Literacy focus, teaching children about empathy and ways to show kindness online.

These resources have been designed to be used with pupils aged 7-11, KS2.

This guide provides essential information on how sextortion works, its impact, and preventive measures.

Now, ‘Think B4 You Type’ (TBYT) is a proven model of youth-led campaigning developed by NSPCC Scotland and respectme alongside young people in Angus. The model allows young people to design and lead their own campaign around the issue of online bullying and how best to prevent and respond to it. While TBYT focuses on online bullying, it is important that this is viewed in the wider context of relationships and any campaign considers the link between online and offline bullying. It is also vital to acknowledge that young people won’t be able to make all these changes alone. There must be a member of school staff available to support them and champion them.

This toolkit uses learning from the Angus campaign, and contains direct input from the Youth Advisory Group members, to help you best support young people in your school to lead anti-bullying work and to deliver a ‘Think B4 You Type’ campaign. While this toolkit provides guidance for adults, in the appendices you will find templates and further learning for direct use by the young people themselves

Don’t be fooled, this can happen to any child or young person, including those in your care.  

Ineqe are seeing a significant rise in so-called ‘sextortion’ crimes against children and young people by criminals utilising AI technology to transpose innocent images into sexually explicit photographs and videos.  These are then used to blackmail the innocent victim

The UK Safer Internet Centre’s Sextortion Report provides recommendations and calls for immediate action across various sectors to combat the rising rate of sextortion cases, emphasising the next steps and priorities that government, education, industry, police, and civil society can take.
Learn more about the key findings and recommendations from the Sextortion Report by downloading the report here.

The UK Safer Internet Centre’s Sextortion Report provides recommendations and calls for immediate action across various sectors to combat the rising rate of sextortion cases, emphasising the next steps and priorities that government, education, industry, police, and civil society can take.
Learn more about the key findings and recommendations from the Sextortion Report by downloading the report here.

This assembly helps children to understand what AI is, where they may find it and what it can do.

Be Internet Legend assemblies are aimed at children in Key Stage 2.

Parent Zone has partnered with the Raspberry Pi Foundation to deliver free training to UK educators.

Teachers will be shown how to use the free research-based resources in the classroom to enhance their confidence in delivering the lessons and discussing AI with young people. 

Materials include lesson plans, slide decks, worksheets and videos.

Parent Zone has partnered with the Raspberry Pi Foundation to deliver free training to UK educators.

Teachers will be shown how to use the free research-based resources in the classroom to enhance their confidence in delivering the lessons and discussing AI with young people. 

Materials include lesson plans, slide decks, worksheets and videos.

The page covers some key topics including:

• what is artificial intelligence/AI?

• benefits and risks of AI

• what's next for AI?

• how to use AI tools

The article provides helpful information about:

• AI tools

• AI generated content

• tips to support children to use AI safely

This video is suitable for EYFS and early KS1. There are supporting resources (including a PowerPoint and classroom activities) available at: undressed.lgfl.net

The UK Safer Internet Centre has published a variety of free education resources - these are available to download and use throughout the year here: Education resources - UK Safer Internet Centre

Each resource pack contains presentation slides, activities and also an assembly for the whole school.

• Help young people identify common online scams.

• Equip them with strategies to protect themselves.

• Empower them to think critically about the content they encounter online.

Media Smart’s film and guide can be used at home, in the classroom or assembly.

Half a million children in the UK are impacted by online scams*, so to help you protect your children from online scams, Internet Matters have created a brand new scams advice hub including the different types of scams, what you and your child can do to prevent them and what to do if your child is a victim of a scam.

• Age 4–8: That's Private!

• Age 8–11: You Won't Believe This!

• Age 11–14: Don't Feed the Phish!

• Age 14+: The Big Data Dilemma

Artificial intelligence (AI) is rapidly transforming the world we live in. From using generative AI for schoolwork to dealing with misinformation and befriending AI chatbots, students have a lot to consider when it comes to this ever-evolving technology.

This collection of quick lessons (20 minutes or less!) provide an introduction to AI and help address its social and ethical impacts. Through these lessons, students will:

• Understand what AI is and how it works

• Consider some of its potential benefits and risks

• Think critically about how we can be responsible and ethical users of AI

Please note - these lessons and resources are free to access but you will need to log in/sign up to access them.

This course is designed to help promote a common language and set of considerations when it comes to responsible and ethical AI use in schools. From decoding the jargon to unpacking the ethical dilemmas, this course will help you level up your understanding of AI so that you can approach this technology with confidence and a clearer purpose.

See all Common Sense Education resources on AI, including lessons, expert tool reviews, teaching tips, and webinars.

This course is designed to help promote a common language and set of considerations when it comes to responsible and ethical AI use in schools. From decoding the jargon to unpacking the ethical dilemmas, this course will help you level up your understanding of AI so that you can approach this technology with confidence and a clearer purpose.

See all Common Sense Education resources on AI, including lessons, expert tool reviews, teaching tips, and webinars.

A small number of schools in England are reporting incidents where photos, frequently those of female pupils and staff, are being taken from their websites and social media channels, manipulated into a s£xualised context using AI, and then used in attempts to blackmail schools.

Ineqe have released a Safeguarding Alert to the wider Safer Schools community to help them prepare, prevent and respond effectively.

A small number of schools in England are reporting incidents where photos, frequently those of female pupils and staff, are being taken from their websites and social media channels, manipulated into a s£xualised context using AI, and then used in attempts to blackmail schools.

Ineqe have released a Safeguarding Alert to the wider Safer Schools community to help them prepare, prevent and respond effectively.

Her top tips include:

• 1. Review your digital wellbeing

• 2. Manage your time well

• 3. Declutter

• 4. Have a relationship with social media

• 5. Put your phone to bed

Further information can be found on her website

Click to watch a short video with Parent Zone's CEO Vicki Shotbolt, explaining some super simple ways to protect your family from scams.

It is aimed at schools and colleges, with a particular focus on AI use in compulsory education. However, many of these considerations will also be relevant to other educational stages.

You should also use Generative AI: product safety expectations.

It is aimed at schools and colleges, with a particular focus on AI use in compulsory education. However, many of these considerations will also be relevant to other educational stages.

You should also use Generative AI: product safety expectations.

The parent guide includes the following top tips:

1. Connect with your kids by sparking conversation about what they’re watching

2. Use screen-time as a tool to navigate large, difficult conversations

3. Setting boundaries and limits together can make rule-following easier for everyone

4. Use screen-time regularly and moderately to help kids develop a healthy routine

5. Find content that has your kid’s best interests at heart

6. Pick playful, digital learning resources

7. Create positive memories with loved screen-time treats

8. Encourage children’s digital interests to spark a lifetime of curiosity

9. Develop children’s emotional intelligence with powerful screen story-telling

10. Find content with positive, diverse and inclusive representation to help all children feel understood and succeed

The page features lots of recommended resources and top tips to address the interconnected challenges of online safety and bullying.

Inside, you'll find expert-backed advice on:

• Encouraging healthier online habits

• Understanding filters, effects and digital self-esteem

• Identifying online scams & misleading ads

• Setting up safety features like Family Pairing

Inside, you'll find expert-backed advice on:

• Encouraging healthier online habits

• Understanding filters, effects and digital self-esteem

• Identifying online scams & misleading ads

• Setting up safety features like Family Pairing

Inside, you'll find expert-backed advice on:

• Encouraging healthier online habits

• Understanding filters, effects and digital self-esteem

• Identifying online scams & misleading ads

• Setting up safety features like Family Pairing

LGfL have created two new video sessions for staff and parents and also collated the latest resources from other organisations for you to use and share:

1. VIDEO - information on the latest harms landscape for teachers and parents - available here: Gen AI: The Harms Landscape (for parents, teachers, safeguarders)

2. VIDEO - a 'Part 2' training follow-up session for school staff to explore the latest DfE guidelines, approaches and discussion questions for a meeting or inset - available here: Gen AI Harms Part 2: What Schools Need to Know/Do

3. NEW SAFERESOURCES FILTER - we have added and updated our AI filter on the LGfL safe resources portal, which collates resources from others for you to use - available here: Search LGfL safeguarding and online safety resources | LGFL

LGfL have created two new video sessions for staff and parents and also collated the latest resources from other organisations for you to use and share:

1. VIDEO - information on the latest harms landscape for teachers and parents - available here: Gen AI: The Harms Landscape (for parents, teachers, safeguarders)

2. VIDEO - a 'Part 2' training follow-up session for school staff to explore the latest DfE guidelines, approaches and discussion questions for a meeting or inset - available here: Gen AI Harms Part 2: What Schools Need to Know/Do

3. NEW SAFERESOURCES FILTER - we have added and updated our AI filter on the LGfL safe resources portal, which collates resources from others for you to use - available here: Search LGfL safeguarding and online safety resources | LGFL

Take a look at the "Introduction to Online Research" lesson in Digital Matters and get your pupils talking about how they can use AI for school work and what they need to think carefully about - from plagiarism to misinformation.  

There are three important areas to consider: persuasive features (such as 'dark patterns' and variable rewards), subscription traps, and product placement. As digital safeguarding becomes increasingly complex, children need support to recognise and respond to manipulative online marketing strategies. 

To read more about how manipulative marketing affects children and young people, go to: https://better-internet-for-kids.europa.eu/en/learning-corner/parents-and-caregivers/marketing-games

NSPCC Learning has published a new podcast episode exploring young people’s perspectives of online safety. The podcast features a discussion with children from the NSPCC’s Voice of Online Youth group, covering the impact of Generative AI, including in relation to cyberbullying.

NSPCC Learning has published a new podcast episode exploring young people’s perspectives of online safety. The podcast features a discussion with children from the NSPCC’s Voice of Online Youth group, covering the impact of Generative AI, including in relation to cyberbullying.

https://lgfl.net/TypesOfHarm/OnlineSafetyAudit

• The LGfL have updated their online safety audit for schools with lots of questions that you can give a RAG (red-amber-green) rating to and add your evidence and action points.

• Key things to focus on in the new 2025 version are the updates to the DfE standards in October 2024 and the proliferation of generative artificial intelligence (Gen AI) tools, whether in regard to school use thereof, filtering and monitoring or covering in the classroom.

• Click here to find out here how one school used the LGfL Online Safety Audit to transform their response and provide the evidence that made an Ofsted Inspector say "wow!". 

• And don't forget to share these results with your school governors/trustees and incorporate into your overall Section 175 / LA safeguarding audit.

Males aged 14 to 17 are overwhelmingly represented in cases of this nature. Often they’ll be enticed by the promise of seeing sexually explicit images, before the rug is pulled and the scam put into operation. As a result the victims have been tricked or groomed over a period of time. With the rise of AI this practice is becoming more complex with false explicit images actually changing hands, in exchange for a real image of the target. CEOP is highly concerned with this practice and has authored a guide page on what to do. If interested, please follow the link below:

https://www.ceopeducation.co.uk/parents/articles/FMSE

Males aged 14 to 17 are overwhelmingly represented in cases of this nature. Often they’ll be enticed by the promise of seeing sexually explicit images, before the rug is pulled and the scam put into operation. As a result the victims have been tricked or groomed over a period of time. With the rise of AI this practice is becoming more complex with false explicit images actually changing hands, in exchange for a real image of the target. CEOP is highly concerned with this practice and has authored a guide page on what to do. If interested, please follow the link below:

https://www.ceopeducation.co.uk/parents/articles/FMSE

Clear expectations, consent procedures and thoughtful content curation are vital in promoting your organisation’s values, celebrating success and engendering trust within the community. By managing content responsibly, schools, colleges and other organisations can effectively showcase achievements whilst mitigating potential risks. The question is how to do this properly? The UK Safer Internet Centre has the answer.

Using guidance developed by the Professionals Online Safety Helpline with input from the UKCIS Early Warning Working Group, the UK Safer Internet Centre has formulated guidelines on addressing this issue. To read more, please follow the link below:

https://saferinternet.org.uk/guide-and-resource/managing-student-image-and-video-content

Clear expectations, consent procedures and thoughtful content curation are vital in promoting your organisation’s values, celebrating success and engendering trust within the community. By managing content responsibly, schools, colleges and other organisations can effectively showcase achievements whilst mitigating potential risks. The question is how to do this properly? The UK Safer Internet Centre has the answer.

Using guidance developed by the Professionals Online Safety Helpline with input from the UKCIS Early Warning Working Group, the UK Safer Internet Centre has formulated guidelines on addressing this issue. To read more, please follow the link below:

https://saferinternet.org.uk/guide-and-resource/managing-student-image-and-video-content

"We all reach for our phones when we have a question that we need a quick answer for. The digital world is now the go-to for information, not just for adults but for children and young people too. A 2024 report showed that 1 in 3 teenagers now get their health advice from social media apps like TikTok.

Gen-Z use TikTok most often as their go-to search engine, with it being acknowledged as the main source of health information for a third of young people. Of those who used the App for health advice, 41% regretted their decision, while 1 in 11 then went on to experience health problems. " ... read the rest of the article here: Medical Misinformation on Social Media - Ineqe Safeguarding Group

"We all reach for our phones when we have a question that we need a quick answer for. The digital world is now the go-to for information, not just for adults but for children and young people too. A 2024 report showed that 1 in 3 teenagers now get their health advice from social media apps like TikTok.

Gen-Z use TikTok most often as their go-to search engine, with it being acknowledged as the main source of health information for a third of young people. Of those who used the App for health advice, 41% regretted their decision, while 1 in 11 then went on to experience health problems. " ... read the rest of the article here: Medical Misinformation on Social Media - Ineqe Safeguarding Group

It provides practical tips for recognising negative influences, having supportive conversations, and understanding harmful language and symbols.

This Sharable Covers:

• What is Toxic Masculinity

• Core Messages of Toxic Masculinity

• Signs a Child May Be Affected by Toxic Masculinity

• Top Tips for Having Supportive Conversations

• & more

We have created a variety of online Padlets to help colleagues from our schools and partners find relevant and reliable information and quality resources for a range of different topics and themes from our team's remits. 

We would appreciate it if you could complete this short evaluation form, please, so that we can understand whether the Padlets have been helpful for you and so we can understand whether there is anything that we can do differently to further improve the Padlets in the future. It would be helpful to know which Padlets you've accessed, what you've used them for and if there's anything you feel is missing. 

The form should only take a few minutes to complete but will provide valuable feedback to our Team and our managers. 
Your feedback will be anonymous, unless you choose to enter your name/email address. 

Thank you. 

The full report is available here: A problem hiding in plain sight - PZ report Nov 2023.pdf

The full report is available here: A problem hiding in plain sight - PZ report Nov 2023.pdf

Developed in partnership with The Alan Turing Institute, What is AI? Introduces learning about artificial intelligence (AI), how it used in daily life, and some of the potential benefits and challenges of using this technology.

Pupils will also have the opportunity to win places to attend the first ever Children’s AI summit!

Developed in partnership with The Alan Turing Institute, What is AI? Introduces learning about artificial intelligence (AI), how it used in daily life, and some of the potential benefits and challenges of using this technology.

Pupils will also have the opportunity to win places to attend the first ever Children’s AI summit!

These materials focus on the emerging financial risks that children and young people are exposed to when online — equipping pupils with the tools they need to navigate the risks of online financial harm, both now and in the future.

These materials focus on the emerging financial risks that children and young people are exposed to when online — equipping pupils with the tools they need to navigate the risks of online financial harm, both now and in the future.

These materials focus on the emerging financial risks that children and young people are exposed to when online — equipping pupils with the tools they need to navigate the risks of online financial harm, both now and in the future.

These materials focus on the emerging financial risks that children and young people are exposed to when online — equipping pupils with the tools they need to navigate the risks of online financial harm, both now and in the future.

These materials focus on the emerging financial risks that children and young people are exposed to when online — equipping pupils with the tools they need to navigate the risks of online financial harm, both now and in the future.

These materials focus on the emerging financial risks that children and young people are exposed to when online — equipping pupils with the tools they need to navigate the risks of online financial harm, both now and in the future.

Access the online CPD course and lesson materials for free on the Life Lessons Open Access platform linked to below.

Sign up to access the Life Lessons Open Platform

This course is available for all educators; access it here.  

Supporting resources that are shared in the course can be found here:

Supporting Resources - Teaching and Addressing Sexual Violence in Schools - Training - Google Docs

Access the online CPD course and lesson materials for free on the Life Lessons Open Access platform linked to below.

Sign up to access the Life Lessons Open Platform

This course is available for all educators; access it here.  

Supporting resources that are shared in the course can be found here:

Supporting Resources - Teaching and Addressing Sexual Violence in Schools - Training - Google Docs

Many of the training sessions are perfect for school staff, parents/carers and individuals.

Many of the training sessions are perfect for school staff, parents/carers and individuals.

Many of the training sessions are perfect for school staff, parents/carers and individuals.

Key topics include:

• protecting online accounts

• enable strong privacy settings

• device security

• what to do if your personal details have been compromised

• areas on the internet that may store your personal data

This guide will help you set up parental controls to provide your child with a safer online environment. Parental controls can help to protect your child from seeing something that they shouldn’t - although it is important to emphasise that no system is effective all of the time so it is important to engage with your child and talk to them about their online life regularly.

This guide will help you set up parental controls to provide your child with a safer online environment. Parental controls can help to protect your child from seeing something that they shouldn’t - although it is important to emphasise that no system is effective all of the time so it is important to engage with your child and talk to them about their online life regularly.

This guide will help you set up parental controls to provide your child with a safer online environment. Parental controls can help to protect your child from seeing something that they shouldn’t - although it is important to emphasise that no system is effective all of the time so it is important to engage with your child and talk to them about their online life regularly.

Through Relational Practice, we offer recognition and respect to parents and honour their autonomy, expertise and experiences. It’s about working with and empowering them to focus on their strengths and outcomes, thereby enhancing the safety and wellbeing of their child/ren. "

These resources may support conversations with parents and carers about a whole range of different safeguarding topics (including online safety).

Access Guidance

Access Guidance

Section 2: The good and the bad focuses on children’s experiences on social media, highlighting the benefits and disadvantages of time on these apps and platforms, as well as children’s reflections on persuasive design.

Section 3: Understanding the debate delves into children’s feelings about a potential social media ban for under-16s, discussing perceived positives, drawbacks and limitations.

Section 4: Creating a safer online world for children discusses who is responsible for children’s safety on social media, according to children.

The 2025 report explores four key areas:

• An internet of extremes: Both the positive and negative dimensions of online wellbeing are growing. This is a trend we have not seen before with the negative Index score remaining stable in previous waves.

• Polarised impacts: While vulnerable children have consistently shown higher positive and negatives wellbeing scores than their peers, their negative indexes have risen to their highest level in the three years that the Index has been tracking them.

• A growing sense of unease: A majority of children still feel safe online, but this has dropped compared to the previous year. Additionally, children find the harms they experience more upsetting.

• Digital parenting: Children are now more open with their parents about online activities. Additionally, parents’ awareness of children’s online activities has increased, as has their use of tools and controls to set boundaries.

Parents and Carers can use this mobile phone safety checklist to see if their child is ready for 'dumb phones', 'smartphones' or a combination of the two.

Here are five top tips to help children manage how they share and chat with others on popular social media platforms:

• Set strong privacy settings

• Talk about sharing safely

• Limit friend and follower requests

• Monitor activity with supervision tools

• Talk about keeping it positive online

Key points on this page include:

• Keep it private

• Check your location settings

• Inappropriate online behaviour

• Removing or blocking friends

• Closing your account

• Posting offensive comments or posts

https://swgfl.org.uk/magazine/real-time-filtering-in-a-world-of-generative-ai-what-schools-and-colleges-need-to-understand/

https://swgfl.org.uk/magazine/real-time-filtering-in-a-world-of-generative-ai-what-schools-and-colleges-need-to-understand/

Parent Zone founder and CEO Vicki Shotbolt is joined by expert guests, to ask difficult questions about the future of online.

Stream episodes here: Tech Shock: the Parent Zone Podcast | Parent Zone | At the heart of digital family life

Or subscribe on Spotify, Apple and Google. 

Episode topics include:

• The debate surrounding screen time, with Pete Etchells

• Digital resilience, wellbeing and the online world

• Schools and emerging tech: a new era of sexual harassment and abuse?

• What's next for the Online Safety Act?

• Is tech destroying our attention spans?

Parent Zone founder and CEO Vicki Shotbolt is joined by expert guests, to ask difficult questions about the future of online.

Stream episodes here: Tech Shock: the Parent Zone Podcast | Parent Zone | At the heart of digital family life

Or subscribe on Spotify, Apple and Google. 

Episode topics include:

• The debate surrounding screen time, with Pete Etchells

• Digital resilience, wellbeing and the online world

• Schools and emerging tech: a new era of sexual harassment and abuse?

• What's next for the Online Safety Act?

• Is tech destroying our attention spans?

Parent Zone founder and CEO Vicki Shotbolt is joined by expert guests, to ask difficult questions about the future of online.

Stream episodes here: Tech Shock: the Parent Zone Podcast | Parent Zone | At the heart of digital family life

Or subscribe on Spotify, Apple and Google. 

Episode topics include:

• The debate surrounding screen time, with Pete Etchells

• Digital resilience, wellbeing and the online world

• Schools and emerging tech: a new era of sexual harassment and abuse?

• What's next for the Online Safety Act?

• Is tech destroying our attention spans?

This flyer provides details about all programmes offered to parents/carers, health professionals, community & faith leaders, students & universities and schools & youth workers.

You can find out more information and book here: For gaming & esports | Ygam

You can find out more information and book here: For gaming & esports | Ygam

Revision 2 of the document was published on 30 April 2025 and can be found here.

The document should be shared with senior leaders, teachers and assessors as it will inform your centre’s AI and malpractice polices.

Childnet have created a range of resources to help you deliver sessions on online gaming, whether you are a school, nursery, youth group, library, police service, or wider.

These educational resources have been specifically designed to support educators in delivering messages around respect and relationships in online gaming.

Download the relevant pack here to access; a guide to using the pack, lesson plans and accompanying slides, an assembly, activities, things to share on social media, and further guidance for educators.

Resources are also available for parents and carers to download.

Childnet have created a range of resources to help you deliver sessions on online gaming, whether you are a school, nursery, youth group, library, police service, or wider.

These educational resources have been specifically designed to support educators in delivering messages around respect and relationships in online gaming.

Download the relevant pack here to access; a guide to using the pack, lesson plans and accompanying slides, an assembly, activities, things to share on social media, and further guidance for educators.

Resources are also available for parents and carers to download.

Childnet have created a range of resources to help you deliver sessions on online gaming, whether you are a school, nursery, youth group, library, police service, or wider.

These educational resources have been specifically designed to support educators in delivering messages around respect and relationships in online gaming.

Download the relevant pack here to access; a guide to using the pack, lesson plans and accompanying slides, an assembly, activities, things to share on social media, and further guidance for educators.

Resources are also available for parents and carers to download.

Childnet have created a range of resources to help you deliver sessions on online gaming, whether you are a school, nursery, youth group, library, police service, or wider.

These educational resources have been specifically designed to support educators in delivering messages around respect and relationships in online gaming.

Download the relevant pack here to access; a guide to using the pack, lesson plans and accompanying slides, an assembly, activities, things to share on social media, and further guidance for educators.

Resources are also available for parents and carers to download.

Childnet have created a range of resources to help you deliver sessions on online gaming, whether you are a school, nursery, youth group, library, police service, or wider.

These educational resources have been specifically designed to support educators in delivering messages around respect and relationships in online gaming.

Download the relevant pack here to access; a guide to using the pack, lesson plans and accompanying slides, an assembly, activities, things to share on social media, and further guidance for educators.

Resources are also available for parents and carers to download.

This 2 page leaflet has been created after consultation with the Childnet Youth Advisory Board and Digital Champions.

Designed to provide parents and carers with everything they need to know about the topic of generative AI (genAI), it includes insights on:

• what genAI is and how young people are using it,

• the positives and negatives of genAI as identified by young people,

• strategies young people are already using to manage their experiences online,

• advice for supporting children with genAI and questions to start conversations at home.

  
  

This resource can be downloaded and read on a device, or printed.

Many teachers and professionals in schools have told Childnet about how advances in AI technology is a key concern for them. This resource could also be shared by a school (in a printed or digital format) directly to parents and carers to improve their understanding and share advice.

This 2 page leaflet has been created after consultation with the Childnet Youth Advisory Board and Digital Champions.

Designed to provide parents and carers with everything they need to know about the topic of generative AI (genAI), it includes insights on:

• what genAI is and how young people are using it,

• the positives and negatives of genAI as identified by young people,

• strategies young people are already using to manage their experiences online,

• advice for supporting children with genAI and questions to start conversations at home.

  
  

This resource can be downloaded and read on a device, or printed.

Many teachers and professionals in schools have told Childnet about how advances in AI technology is a key concern for them. This resource could also be shared by a school (in a printed or digital format) directly to parents and carers to improve their understanding and share advice.

This 2 page leaflet has been created after consultation with the Childnet Youth Advisory Board and Digital Champions.

Designed to provide parents and carers with everything they need to know about the topic of group chats, it includes insights on:

• key terms and what group chats are,

• the positives and negatives of young people participating in group chats,

• strategies young people are already using to manage their experiences online,

• advice for supporting children of different ages with group chats.

  
  

This resource can be downloaded and read on a device, or printed.

Many teachers and professionals in schools have told Childnet how use of group chats is impacting their learners. This resource could also be shared by a school (in a printed or digital format) directly to parents and carers to improve their understanding and share advice.

This 2 page leaflet has been created after consultation with the Childnet Youth Advisory Board and Digital Champions.

Designed to provide parents and carers with everything they need to know about the topic of group chats, it includes insights on:

• key terms and what group chats are,

• the positives and negatives of young people participating in group chats,

• strategies young people are already using to manage their experiences online,

• advice for supporting children of different ages with group chats.

  
  

This resource can be downloaded and read on a device, or printed.

Many teachers and professionals in schools have told Childnet how use of group chats is impacting their learners. This resource could also be shared by a school (in a printed or digital format) directly to parents and carers to improve their understanding and share advice.

This 2 page leaflet has been created after consultation with the Childnet Youth Advisory Board and Digital Champions.

Designed to provide parents and carers with everything they need to know about the topic of group chats, it includes insights on:

• key terms and what group chats are,

• the positives and negatives of young people participating in group chats,

• strategies young people are already using to manage their experiences online,

• advice for supporting children of different ages with group chats.

  
  

This resource can be downloaded and read on a device, or printed.

Many teachers and professionals in schools have told Childnet how use of group chats is impacting their learners. This resource could also be shared by a school (in a printed or digital format) directly to parents and carers to improve their understanding and share advice.

This 2 page leaflet has been created after consultation with the Childnet Youth Advisory Board and Digital Champions.

Designed to provide parents and carers with everything they need to know about the topic of group chats, it includes insights on:

• key terms and what group chats are,

• the positives and negatives of young people participating in group chats,

• strategies young people are already using to manage their experiences online,

• advice for supporting children of different ages with group chats.

  
  

This resource can be downloaded and read on a device, or printed.

Many teachers and professionals in schools have told Childnet how use of group chats is impacting their learners. This resource could also be shared by a school (in a printed or digital format) directly to parents and carers to improve their understanding and share advice.

This 2 page leaflet has been created after consultation with the Childnet Youth Advisory Board and Digital Champions.

Designed to provide parents and carers with everything they need to know about the topic of group chats, it includes insights on:

• key terms and what group chats are,

• the positives and negatives of young people participating in group chats,

• strategies young people are already using to manage their experiences online,

• advice for supporting children of different ages with group chats.

  
  

This resource can be downloaded and read on a device, or printed.

Many teachers and professionals in schools have told Childnet how use of group chats is impacting their learners. This resource could also be shared by a school (in a printed or digital format) directly to parents and carers to improve their understanding and share advice.

Childnet has produced guidance to help parents & carers and foster carers talk to their children about the important issue of online sexual harassment – specifically when this is happening between children of around the same age.

Childnet has produced guidance to help parents & carers and foster carers talk to their children about the important issue of online sexual harassment – specifically when this is happening between children of around the same age.

Childnet has produced guidance to help parents & carers and foster carers talk to their children about the important issue of online sexual harassment – specifically when this is happening between children of around the same age.

Childnet has produced guidance to help parents & carers and foster carers talk to their children about the important issue of online sexual harassment – specifically when this is happening between children of around the same age.

Childnet has produced guidance to help parents & carers and foster carers talk to their children about the important issue of online sexual harassment – specifically when this is happening between children of around the same age.

This ground-breaking film, created more than a decade ago, aimed to sensitise people to the hurt and pain that can be caused by cyberbullying.

It shows ways in which cyberbullying can occur, who it involves, how it can affect different people, and what can be done to prevent it and respond to it.

These award-winning resources remain available to view. However, we would recommend that educators utilise our latest resources, including Step Up, Speak Up, and our Help & Advice pages on Online Bullying.

This ground-breaking film, created more than a decade ago, aimed to sensitise people to the hurt and pain that can be caused by cyberbullying.

It shows ways in which cyberbullying can occur, who it involves, how it can affect different people, and what can be done to prevent it and respond to it.

These award-winning resources remain available to view. However, we would recommend that educators utilise our latest resources, including Step Up, Speak Up, and our Help & Advice pages on Online Bullying.

A practical campaign toolkit to address the issue of online sexual harassment amongst young people aged 13 – 17 years.

Step Up, Speak Up! includes a range of resources for young people and the professionals who work with them, including teachers, pastoral teams, senior school leadership and police forces.

A practical campaign toolkit to address the issue of online sexual harassment amongst young people aged 13 – 17 years.

Step Up, Speak Up! includes a range of resources for young people and the professionals who work with them, including teachers, pastoral teams, senior school leadership and police forces.

A practical campaign toolkit to address the issue of online sexual harassment amongst young people aged 13 – 17 years.

Step Up, Speak Up! includes a range of resources for young people and the professionals who work with them, including teachers, pastoral teams, senior school leadership and police forces.

With the help tech expert Andy Robertson, Internet Matters have provided a list of options available and tips on how best to use them.

There is information about the different apps available and the different features etc. For each app, Internet Matters have a 'guide' which tends to summarise what the app is, how it works, what parental controls it has, the benefits and then things to look out for.

The page about all of these monitoring apps is available here: Guide to monitoring apps for parents | Internet Matters

With the help tech expert Andy Robertson, Internet Matters have provided a list of options available and tips on how best to use them.

There is information about the different apps available and the different features etc. For each app, Internet Matters have a 'guide' which tends to summarise what the app is, how it works, what parental controls it has, the benefits and then things to look out for.

The page about all of these monitoring apps is available here: Guide to monitoring apps for parents | Internet Matters

In this article, the UK Safer Internet Centre look at what monitoring apps are and what they provide to families, as well as some considerations.

In this article, the UK Safer Internet Centre look at what monitoring apps are and what they provide to families, as well as some considerations.

This website has information about what AI is, how it's being used and how it's become more commonly used. There are details about the risks of using AI and the impact of harm on victims.

There are a variety of articles and resources available that may support your understanding of Generative AI and may contribute to staff training.

There is also a video available on the website and YouTube ---- Protect Us is a short film exposing the harrowing ways generative AI applications and chatbots are being weaponised to exploit children online. The film calls on global leaders to take decisive action to safeguard children and young people.

This website has information about what AI is, how it's being used and how it's become more commonly used. There are details about the risks of using AI and the impact of harm on victims.

There are a variety of articles and resources available that may support your understanding of Generative AI and may contribute to staff training.

There is also a video available on the website and YouTube ---- Protect Us is a short film exposing the harrowing ways generative AI applications and chatbots are being weaponised to exploit children online. The film calls on global leaders to take decisive action to safeguard children and young people.

Findings and recommendations in the report are drawn from:

• an analysis of research on Gen AI commissioned by the NSPCC and conducted by legal and technology consultancy AWO. The research included two phases of qualitative interviews and a workshop capturing a wide range of professional voices from a variety of sectors such as child safety, Gen AI developers and policymakers.

• a consultation with a panel of 11 young people aged 13-16 from the NSPCC’s Voice of Online Youth.

• insights from Childline about children’s experiences with AI.

  
  

This research aimed to understand the range of harms that children experience from Gen AI, identify solutions to these harms and recommend necessary policy responses.

On 12th March 2026: "NSPCC Learning has published additional information to supplement its 2025 report exploring how Generative (Gen) Artificial Intelligence (AI) is impacting children’s safety and wellbeing online and offline. Findings and recommendations in the initial report were drawn from a range of sources, including an analysis of research on Gen AI commissioned by the NSPCC and conducted by legal technology consultancy AWO. A new report is now available to download in full on NSPCC Learning which presents the findings from the AWO research in more detail, focusing primarily on the mitigations identified by experts from a variety of sectors such as child safety, Gen AI developers and policymakers." This additional report is available here: Generative AI and Child Safety: What are the risks and how can we solve them?

Findings and recommendations in the report are drawn from:

• an analysis of research on Gen AI commissioned by the NSPCC and conducted by legal and technology consultancy AWO. The research included two phases of qualitative interviews and a workshop capturing a wide range of professional voices from a variety of sectors such as child safety, Gen AI developers and policymakers.

• a consultation with a panel of 11 young people aged 13-16 from the NSPCC’s Voice of Online Youth.

• insights from Childline about children’s experiences with AI.

  
  

This research aimed to understand the range of harms that children experience from Gen AI, identify solutions to these harms and recommend necessary policy responses.

On 12th March 2026: "NSPCC Learning has published additional information to supplement its 2025 report exploring how Generative (Gen) Artificial Intelligence (AI) is impacting children’s safety and wellbeing online and offline. Findings and recommendations in the initial report were drawn from a range of sources, including an analysis of research on Gen AI commissioned by the NSPCC and conducted by legal technology consultancy AWO. A new report is now available to download in full on NSPCC Learning which presents the findings from the AWO research in more detail, focusing primarily on the mitigations identified by experts from a variety of sectors such as child safety, Gen AI developers and policymakers." This additional report is available here: Generative AI and Child Safety: What are the risks and how can we solve them?

Learn about thinking before sharing and how it impacts your online reputation. Then help Joseph navigate his way through "Sharing Gone Wrong".

This lesson is suitable for children in Year 5 and Year 6. It addresses the following topics:

• Friendship,

• Online Behaviour,

• Sharing Content,

• Social Media

Learn about thinking before sharing and how it impacts your online reputation. Then help Joseph navigate his way through "Sharing Gone Wrong".

This lesson is suitable for children in Year 5 and Year 6. It addresses the following topics:

• Friendship,

• Online Behaviour,

• Sharing Content,

• Social Media

Learn about thinking before sharing and how it impacts your online reputation. Then help Joseph navigate his way through "Sharing Gone Wrong".

This lesson is suitable for children in Year 5 and Year 6. It addresses the following topics:

• Friendship,

• Online Behaviour,

• Sharing Content,

• Social Media

Introduction to Positive Self-Image Online

Learn about what self-image means and where to get support before helping out Antoni in 'Under Pressure'.

This lesson is suitable for Year 6s and addresses the following topics:

• Misinformation,

• Self-Image,

• Social Media,

• Thinking Critically

To read more, please follow the link below:

https://www.thewhitehatter.ca/post/the-rise-of-looksmaxxing-and-how-teen-boys-see-themselves 

" School aged males and females are engaged in sharing intimate materials. This is a byproduct of the internet age.

Educational professionals have a strong role to play in keeping children safe online, and making sure they’re aware of the associated dangers. However, speaking to secondary age pupils about this issue can be a difficult affair. The personal nature and potentially embarrassing subject matter, can make it hard to know what to say. This can be particularly tricky since this behaviour can be transmitted through social media programmes and personal messaging acts. This can lead to bullying, inter-personal issues and general harms. "

Think Before You Share has written guidance on dealing with this problem, if interested please follow the link below:

https://www.thinkbeforeyoushare.org/teachers-and-educators 

There's information for teenagers here: Help for Teenagers Being Pressured to Share Nudes Online

There's information for parents/carers here: Talk Nudes - Advice for Parents from the Internet Watch Foundation (IWF)

There's guidance, information and resources for teachers and educators here: Support for Teachers if Your Students have Shared Nudes Online

" School aged males and females are engaged in sharing intimate materials. This is a byproduct of the internet age.

Educational professionals have a strong role to play in keeping children safe online, and making sure they’re aware of the associated dangers. However, speaking to secondary age pupils about this issue can be a difficult affair. The personal nature and potentially embarrassing subject matter, can make it hard to know what to say. This can be particularly tricky since this behaviour can be transmitted through social media programmes and personal messaging acts. This can lead to bullying, inter-personal issues and general harms. "

Think Before You Share has written guidance on dealing with this problem, if interested please follow the link below:

https://www.thinkbeforeyoushare.org/teachers-and-educators 

There's information for teenagers here: Help for Teenagers Being Pressured to Share Nudes Online

There's information for parents/carers here: Talk Nudes - Advice for Parents from the Internet Watch Foundation (IWF)

There's guidance, information and resources for teachers and educators here: Support for Teachers if Your Students have Shared Nudes Online

" School aged males and females are engaged in sharing intimate materials. This is a byproduct of the internet age.

Educational professionals have a strong role to play in keeping children safe online, and making sure they’re aware of the associated dangers. However, speaking to secondary age pupils about this issue can be a difficult affair. The personal nature and potentially embarrassing subject matter, can make it hard to know what to say. This can be particularly tricky since this behaviour can be transmitted through social media programmes and personal messaging acts. This can lead to bullying, inter-personal issues and general harms. "

Think Before You Share has written guidance on dealing with this problem, if interested please follow the link below:

https://www.thinkbeforeyoushare.org/teachers-and-educators 

There's information for teenagers here: Help for Teenagers Being Pressured to Share Nudes Online

There's information for parents/carers here: Talk Nudes - Advice for Parents from the Internet Watch Foundation (IWF)

There's guidance, information and resources for teachers and educators here: Support for Teachers if Your Students have Shared Nudes Online

This course has lots of references to Online Relationships too.

Find out more

This course has lots of references to Online Relationships too.

Find out more

The page includes:

• Quick tips

• What to know about AI chatbots

• What are AI companion apps?

• How to support children’s safe use of AI chatbots

• Supporting resources

The page includes:

• Quick tips

• What to know about AI chatbots

• What are AI companion apps?

• How to support children’s safe use of AI chatbots

• Supporting resources

AI chatbots are designed to replicate human interaction. Some can function as service tools (eg, customer service helplines). But increasingly, AI services are being developed to function as ‘virtual companions’. 

Responding to conversations, and assuming an appearance through the use of avatars, chatbots learn about users from the information they input via text or voice chats. 
 

While the report acknowledges the mental health support these tools can provide, it raises many concerns regarding user safety and privacy. These include: 

• setting unrealistic and unhealthy expectations when it comes to relationships.

• grief usually associated with real-life relationship break-ups when a chatbot's personality changes (due to software updates).

• cases of chatbots selling ad space within conversations to third parties.

The report also includes recommendations to governing bodies and educators on responding to the growing influence of AI chatbots. 

Click here to read the Coded Companions report 

AI chatbots are designed to replicate human interaction. Some can function as service tools (eg, customer service helplines). But increasingly, AI services are being developed to function as ‘virtual companions’. 

Responding to conversations, and assuming an appearance through the use of avatars, chatbots learn about users from the information they input via text or voice chats. 
 

While the report acknowledges the mental health support these tools can provide, it raises many concerns regarding user safety and privacy. These include: 

• setting unrealistic and unhealthy expectations when it comes to relationships.

• grief usually associated with real-life relationship break-ups when a chatbot's personality changes (due to software updates).

• cases of chatbots selling ad space within conversations to third parties.

The report also includes recommendations to governing bodies and educators on responding to the growing influence of AI chatbots. 

Click here to read the Coded Companions report 

https://www.safeguardinginschools.co.uk/dfeai  

The government / DfE have also since made a collection of resources - this is available here: Using AI in education settings: support materials - GOV.UK