• What are the main risks faced by children and young people when they go online?
• How can schools support pupils and their parents?
• What do teachers need to take into consideration with regard to managing their own online reputation?
• Is there a statutory requirement to teach/deliver online safety in schools?

• 65% of respondents said that they had been a victim of at least one online risk (unwanted contact 43%, treated mean 22%, online harassment (17%).
• 58% of 13-17 year olds had met the perpetrator of the online risk face to face.
• People found that the internet overall was a “civil” place but there were “strong concerns over safety, both today and in the future”.

• 54% said that they would tell a friend,
• 48% said that they would tell a parent,
• but only 19% said that they would tell a teacher.

• Crossing the Line – A practical online safety toolkit from the UK Safer Internet Centre with films and lesson plans to explore online issues with pupils aged 11-14. The purpose of this toolkit is to help educators generate discussion among young people about their online experiences. It covers topics such as cyberbullying, sexting, peer pressure and self-esteem.
• Handbook on the internet and early sexualisation – this guide and lesson plan from the Bulgarian Safer Internet Centre provides information about a number of different online issues, recommendations on how to discuss them with young people, and a sample lesson plan.
• Guide for Cyberbullying – a brochure from the Greek Safer Internet Centre providing tips and advice on how to avoid cyberbullying and what to do if it happens.
• Protecting privacy in social networks – a leaflet for teens from the Slovenian Safer Internet Centre about how to protect privacy on social networks.
• It isn’t funny, it hurts – this is a video resource from the Latvian Safer Internet Centre which helps young people to understand the challenges of life online and the impact that negative comments can have.

• Embedded within the curriculum in all subjects where relevant (not just ICT or computing). Many schools will cover online safety as part of the PSHE (personal, social, health education) curriculum.
• Based around teaching children and young people to be media literate.
• Evaluated within schools to demonstrate impact. Many pupils are excellent at reciting the rules for staying safe when they are online, but whether this translates into them actually changing or modifying their behaviours when they are online is more difficult to determine.
• A statutory part of the curriculum so that no children and young people are left vulnerable.
• Part of an inspection regime so that schools are held to account.
• Delivered in partnership with parents and pupils. Pupils can be excellent peer educators, particularly for younger users in their school.

1. Consider the various dimensions of media literacy
2. Understand why media literacy and its different dimensions are important for children and young people
3. Understand how media literacy links to some topical issues such as fake news, data privacy, and copyright.
4. Develop ideas how to develop media literacy with your students.

• Austria – the Austrian Ministry of Education has implemented a digital competences strategy. Named ‘digi.komp', it targets young people in the age groups of 6-10 and 10-14 years. The Austrian Safer Internet Centre has supported in a number of ways, providing handbooks and trainings for teachers.
• Finland – Media Literacy Week takes place each year in February in order to raise awareness and promote the importance of media literacy and media education. 
• Netherlands – Mediawijzer.net looked at what has happened in the past 10 years, while asking 21 prominent artists, scientists, entrepreneurs, developers, philosophers and even a hacker what kind of media literacy we will need in the future. The result is a book (in English) full of inspiring, refreshing and sometimes disquieting and disruptive ideas and visions.
• Sweden – MIL for Me brings together a range of online learning modules and lessons plans for teachers and librarians on media and information literacy. Insafe translated one chapter on online relationships into English – we will discuss this resource further in a subsequent module on online hate speech and radicalisation.
• UK – Childnet (partner in the UK Safer Internet Centre), launched Trust Me last year, a resource designed to support primary and secondary school teachers in exploring critical thinking online. We will again discuss this resource in further detail in the module on online hate speech and radicalisation.

• The recent Stanford University study of 7,804 students – which was mentioned by John Spencer in his video – summed up young people’s ability to reason about the information on the internet in one word: “bleak”! “In 2016, we would hope students, who spend hours each day online, would look beyond a .org URL and ask who’s behind a site that presents only one side of a contentious issue”, the author of the study said. However, “in every case and at every level, we were taken aback by students’ lack of preparation. […] At present, we worry that democracy is threatened by the ease at which disinformation about civic issues is allowed to spread and flourish.” 
• David Buckingham gives – apart from a more in-depth critical analysis of the fake new problem – a number of interesting (and sometimes funny) examples of fake news. Next to a long list of fake news websites on Wikipedia, Buckingham quotes as his favourite example the spoof story about North Korean leader Kim Jong Un being voted the sexiest man alive. The story was posted on the US satirical site The Onion in 2012, but it was taken up by the official newspaper the China People’s Daily, which featured a 55-page photo spread on its website.
• Howard Rheingold, who has been at the forefront of media literacy since the 1990s, coined the term crap detection as a way to describe the necessary skills to consume media of any kind. He borrowed this term from Ernest Hemingway, who is reported to have said back in 1954: “Every man should have a built-in automatic crap detector operating inside him.” According to Rheingold, learning to be a critical consumer of online news/information is not rocket science – it’s not even algebra. It’s about asking a few questions, and using the available tools to see if you can find the answers. “Who is the author?” is the root question – and if you don’t find the author, you need to turn up your skepticism meter!  
• Fact checking online is more important than ever! Swedish fact checker Viralgranskaren and IIS (The Internet Foundation In Sweden) released the guide ”Fact checking online” – the guide is in Swedish, but you can look at their video in English.
   

• The European Handbook for Teaching Privacy and Data Protection at Schools – from the ARCADES project, available in English, Hungarian, Polish or Slovenian.
• Your guide to “Digital Defenders vs. Data Intruders – Privacy for kids!”, to help young people between 10-14 years to protect their privacy – a booklet from EDRi (European Digital Rights).
• Helping schools with data protection compliance, through a self-review kit – from the UK Safer Internet Centre.
• That data, actually OUR data, in the Cloud – from the Luxembourg Safer Internet Centre. 
• The Guide to Online Services on the Better Internet for Kids (BIK) website provides key information and step-by-step guidelines in multiple languages about the most popular apps, social networking sites and other platforms which are commonly being used by children and young people (and adults) today. 

• Hear from anti-bullying ambassadors and online safety experts. 
• Learn more about the European Network Against Bullying in Learning and Leisure Environments (ENABLE)
• Understand how to develop social and emotional learning skills. 
• Discover how to set up an effective peer support scheme. 
• Discuss with others your own role. 
• Think about your own well-being and that of others online. 

• What should you do if you suspect your pupil/child is cyberbullying someone? 
• What can you do as a teacher and/or parents if your child is being bullied?
• https://youtu.be/fjBD9Xlb4Wk

• Intervention into private life around the clock: Cyberbullying does not end after school or work. Because cyberbullies can access the internet around the clock (24/7), the threat continues remotely, when victims are at home or away from the school environment. 
• The audience is immeasurably large and content is spreading extremely fast: Posts, which are sent electronically, are difficult to control - as soon as they are online. Therefore, the reach of cyberbullying is greater than that of offline bullying. For example, content, which may have been forgotten for a long time, can often be retrieved or discovered at a later date and therefore, will make it more difficult for victims to get over it.
• Bullies can act anonymously: Not knowing who the perpetrators are can be scary and unsettle victims, because they do not know who exactly is bothering them. As perpetrators can potentially hide their identity, this can often give them a false sense of security (they think they will never be caught) and sometimes lead to them being more and more unpleasant to their victim. 
• Victimisation of the victim is not directly perceived: The responses of the victim to a hurtful statement, a disrespectful image, etc., are usually not visible to the offender online. In this way, perpetrators are often not fully aware of the extent of their actions and can often lack any empathy. 

1. We have developed a whole-school anti-bullying policy, which everyone is aware of.
2. We have a designated staff member responsible for overseeing all bullying issues, but are still developing our policy in this area.
3. We have just started to develop our policy in this area, and are engaged in various conversations with staff, parents and pupils in this regards.
4. We don’t have a formal policy yet, but just deal with issues on a case-by-case-basis.

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

1. We will look at what it’s like to grow up in this digital age/environment and consider what are the pressures facing young people.
2. We will look specifically at sexting, something which most schools are having to deal with and try to understand why young people engage in this risky practice and what can be done to support them (and also their families).
3. inally we will look at some of the resources we can use to educate pupils and parents about sexting and associated issues such as sextortion.

1. Disinhibition – the lack of visual cues (in some online communication) can reduce empathy. The absence of body language, tone of voice, context and facial expressions can lead to people saying things online that they would never do in a face-to-face situation. 
2. Persistence and searchability – the internet provides a permanent searchable archive. Anything which goes online can stay online. 
3. Replicability – the internet provides the ability to copy and paste from anywhere to anywhere. In terms of online identity this can be problematic as a message or image intended for one person can easily be replicated and accessed by others. Users need to be able to trust the people they share content with. At another level the proliferation of free download sites such as putlocker, popcorn time and moveitube have led to widespread piracy and copyright violations with many young people thinking that it is acceptable to download content as it’s on the internet, I didn’t put it there so it must be okay.
4. Scalability – as Justine Sacco discovered a careless tweet can change your life. She was making a business trip to South Africa and before she boarded her flight sent a tweet that she thought was amusing, making a comment about AIDS in Africa. It was very racist and offensive. Before her plane had landed in Cape Town she had been sacked but she had also become an internationally renowned hated figure. Her life has completely changed as a result. Her name was trending on Twitter for quite some time with millions of people appalled at what she had said. The viral nature of communication on the internet can be scary when it doesn’t work in your favour.
5. Invisible audiences – if you post something publicly it is impossible to know who is watching or reading. It is very important to remember that not everyone will agree with you or see things from your point of view.
6. Blurring of public and private – boundaries are unclear online. Although an individual may post something privately to a small group of followers, they can easily repost or retweet with unintended consequences.

1. The law on sharing intimate content
2. When online sharing goes wrong
3. Victim blaming
4. Peer pressure and non-consensual sharing
5. The influence of media and gender stereotypes
6. Getting help

• You will learn what online hate speech and radicalisation is – Where does it come from? Why do we need to be concerned? Are there clear warning signs? And what can we do about it?
• You will hear about educational approaches to promote critical thinking and mutual respect – we will talk about media literacy again, but also about digital citizenship and social and emotional learning.
• Finally, we will explore some other strategies which have emerged in the fight against online hate speech and radicalisation. These will range from counterspeech, over Community Standards on social media platforms like Facebook, Twitter and YouTube, to the importance of reporting harmful and possibly illegal content. 

1. I would follow our school’s standard safeguarding procedures – this includes discussing the issue with our designated safeguarding lead.
2. I would contact the local authority or police.
3. I would try to have a meaningful conversation with these pupils, giving them the chance to tell what they really think, letting them know they can trust me, while being honest myself why I feel negative about extremism.  
4. I would raise the issue with their parents, explaining my worries, finding out if they also have noticed anything out of the ordinary, and looking for possible solutions together.
5. I would provide a safe environment in the classroom, encouraging these pupils to discuss social and political issues with their peers, building their resilience to extremist ideas and prepare them for an active and responsible role in society.

• In response to hate speech, citizenship education encompasses the knowledge and skills to identify hate speech, while enabling individuals to counteract messages of hatred. 
• To prevent and counter violent extremism, education can:
  • Help young people develop the communication and interpersonal skills they need to dialogue, face disagreement and learn peaceful approaches to change.
  • Help learners develop their critical thinking to investigate claims, verify rumours and question the legitimacy and appeal of extremist beliefs.
  • Help learners develop the resilience to resist extremist narratives and acquire the social-emotional skills they need to overcome their doubts and engage constructively in society without having to resort to violence.
  • Foster critically informed citizens able to constructively engage in peaceful collective action. 

• Contact your local authority or police force – if the child has not committed a criminal offence, the police and local authority will discuss your concerns, suggest how they can best protect the child, and help you gain access to all the support and advice you need.
• In many countries, the Department for Education also has a counter-extremism point-of-contact for advice and support.
• If in doubt, contact a national helpline – various helplines exist, both as part of the Insafe network and Child Helpline International. 
• INHOPE is an active and collaborative global network of Hotlines, dealing with illegal content online. While several Hotlines more specifically focus on child sexual abuse, many of them also deal with other types of illegal content, such as racism and xenophobia, incitement to hatred, and so forth.