For more information on the challenges faced by young people when they are online, look at the following references:

1.2 The challenges faced by teachers

The Insafe network of Safer Internet Centres (SICs) provides a huge amount of information for teachers which can help them to become more confident in supporting pupils. From guides on addressing issues such as cyberbullying and sexting, to safety and privacy information for the most popular social media services being used by young people, the Better Internet for Kids (BIK) portal provides access to hundreds of SIC resources in different languages.
1.3 Where to find resources and support

A recent UNICEF report found that when adolescents are threatened or feel unsafe online:

For teachers, there is an endless variety of different types of educational and awareness-raising resources available online. These will help you to address online safety issues in your classroom or school. For example, if you go to the resources section of the Better Internet for Kids (BIK) portal, you will find both resources and videos on many different topics across all EU languages.
1.4 A whole-school approach to online safety

Although in many schools online safety is championed by one member of staff, there should ideally be a whole-school approach, with all members of staff playing a role, along with supporting policies which are understood by everyone in the school community.Good practice is often divided into four key areas: Policy, Infrastructure, Education and Standards, as shown in the PIES model below.
In some countries, there is a requirement to teach online safety as part of the curriculum, but this is not the case everywhere. Ideally, online safety should be:

 
One way to facilitate whole-school interaction is to take part in Safer Internet Day (SID), involving staff, pupils, parents and carers, and even the wider community in your actions.

Every year for the last 15, Safer Internet Day (SID) has been celebrated in February, all across the globe.

2.1 What is media literacy?
“Media literacy allows us to exercise critical thinking, while participating in the economic, social and cultural aspects of society and playing an active role in the democratic process.” European Commission, 2017
The 2006 UNESCO Media Education Kit for Teachers, Students, Parents and Professionals provides a traditional view, defining media education in terms of key concepts such as Production, Representation and Audiences.
2.2 Fake news
"Every man should have a built-in automatic crap detector operating inside him.”

Ernest Hemingway, 1954
In the video below, John Spencer talks about the problem of fake news and how your pupils can learn to deal with it:https://youtu.be/xf8mjbVRqao
Media educator Frank Baker compiled a (long but very useful) list of practical recommendations(including lesson plans, handouts and related videos).

Douglass Rushkoff, 2011
In a digital age – and perhaps more so than ever before – business interests underlie our online media consumption patterns, which are largely taking place on platforms manufactured by large global corporations. As explained in the video below, we are increasingly giving our data away in return for “free” online services. Or, to use an infamous phrase, “if you’re not paying for the product, you are the product”. https://youtu.be/y1txYjoSQQc
2.4. Copyright, plagiarism, piracy
Studying audiences means looking at how audiences are targeted, but also how individuals and social groups use, interpret and respond to media, and the rights and responsibilities they have in this regard. 

Within this context, you may wish to discuss with your pupils issues such as copyright, plagiarism and piracy. The Web We Want handbookprovides a range of resources for both teachers and young people:

● Learn how to protect your own creative rights and those of others in Chapter 6, The artist in you.

● Download additional lesson plans for Chapter 6, The artist in you: Protecting what is ours, "RAP-IT-UP", Artist in you!

2.5 Towards a participatory culture?
In the video below, Henry Jenkins gives an inspiring view on the importance of including the more creative work on new media literacies – as part of broader participatory culture – in formal education, as well. In turn, this may lead to broader civic engagement among young people.https://youtu.be/ZgZ4ph3dSmY
2.6 Additional resources
On media literacy…

Would you like to read more about how online safety and media literacy can possibly meet? Over the years, Insafe network members have created various media literacy resources, often combined with wider campaigning activity. An extensive overview is available in our Better Internet for Kids Bulletin on Media Literacy.
If you would like to delve deeper into the topic of fake news, have a look at the following sources of information:

Across and beyond the Insafe network, many examples of resources and activities exist which may inspire you to teach about data protection/privacy:

3.1 Different types of (cyber)bullying
In the following video, Anti-Bullying Ambassador of the Diana Awards Alex Holmes defines the term cyberbullying and addresses some common questions, such as: 

https://youtu.be/fjBD9Xlb4Wk
(Cyber)bullying is any behaviour that repeatedly makes someone feel upset, uncomfortable and/or unsafe. This is usually deliberate, and can take forms such as verbal, indirect and physical.

Cyberbullying is the intent to offend, threaten, block or harass others by using technical devices such as the internet and mobile phones.
3.2 How does the internet change bullying?
What is special about cyberbullying? Cyberbullying differs from offline bullying in some important aspects: 

Check out the resources below to find more information and advice on how to tackle this issue:

3.3 Developing social and emotional learning skills

Have you heard about the ENABLE project? - ENABLE (European Network Against Bullying in Learning and Leisure Environments) aims to tackle bullying in a holistic way, helping young people exercise their fundamental rights in the home, school, class and community (i.e. peer group).
In this video,https://youtu.be/z2zfHRb3bpc, you can learn more about the ENABLE project and the approach it is following in order to empower different stakeholders, such as parents, teachers, caretakers, etc. to raise resilient children.
Read more testimonies or have a look at the ENABLE for educators webinar below (optional).https://youtu.be/PSC7GY02Auc
3.4 How to set up an effective peer-support scheme

Moreover, in the following video, you can learn from Ellie Cooper of the Diana Awards how to set up an effective peer-support scheme in your settings.
https://youtu.be/0d_sA4nQ4n8
When talking about cyberbullying with your students, some aspects might appear more challenging than others. Look at the list below and think about which of the items is the most challenging for you and why.

 
Bullying will not go away if we do nothing! But it can if we do something. It is up to all of us to create and shape the online spaces that we like to spend our time in.

In order to stand up against cyberbullying, the Irish Safer Internet Centre (Webwise) launched the awareness-raising initiative Watch Your Space, targeting teenagers. It is devoted to promoting safe, effective use of the internet among young people through awareness-raising resources and campaigns. 

Watch the following campaign video called ‘The Promise’ and take a stand against bullying. The following Charter for Action will tell you how. Well-being online is as important as in the offline world; it’s a collective responsibility and we all have a role to play!
https://youtu.be/Etobm4hnwcQ

4.1 Online identity
Any internet user is able to experiment with their identity when they go online. The internet, and in particular social media sites, can often provide a great platform to push boundaries and project a slightly different persona.
Some young people can feel pressure to look and behave a certain way when they are online. A recent research report surveyed young people in Denmark, Hungary and the UK and found that 32% of girls and 18% of boys sometimes didn’t post images on social media sites because they were worried about body-shaming. https://youtu.be/tmAtFL4rrbc

4.2 The net effect and online reputation

Several years ago, danah boyd spoke of the net effect, where she described how being online changed the way that people behaved for a number of reasons.
There are six key areas to consider:

A good activity to help students have a better understanding of online reputation is to ask them to Google their own name and use the people search engine https://pipl.com to see how much information there is online about them.

Try scrolling down the Pipl results – were they surprised at how much information was there, or wasn’t there anything? Try the activity yourself first and see how much the internet knows about you! Also, watch this video, which highlights the importance of online reputation. https://youtu.be/zlM-YuUQ3Ms
4.3 Sexting
Sexting is a word which describes the sending of personal sexual content, most commonly nude or nearly nude images. The term was originally used by the Australian press about seven years ago, and since then has become a serious challenge for children, young people and their teachers and parents. danah boyd (a social media expert from the US) noted that teen sexting is a very rational act with very irrational consequences. The video below summarises the issue well, and helps to explain some of the key challenges. https://youtu.be/TJyHmoSeHog

We referred to Project deSHAME back in Module 4.1 - their research found that 6% of 13- to 17-year-olds had had their nude or nearly nude image shared with other people without their permission.

The Safer Internet Centres have produced a wide range of resources which can be useful in supporting children and young people who have been involved in sexting, as well as in raising awareness and encouraging some debate about possible consequences.

The Irish Safer Internet Centre has published an excellent resource aimed at younger pupils. It includes an animation and six lesson plans covering the following areas:

Sextortion is a relatively new phenomenon which is causing a great deal of concern. It involves individuals being persuaded to share sexual content, often believing that they are in a relationship (albeit online) with the other person. Once images or videos have been shared, the individuals are asked either to pay a certain amount of money in order to prevent the images being shared publicly, or to send more content, often more extreme. This video provides a brief overview of sextortion and highlights the key issues. https://youtu.be/VPAcTw5PpiE
4.5 Additional Resources
Body Image

Is my image edited? A tool to test whether images have been edited or photoshopped. You can just drop any image or photo into the tool and find out if the original has been altered in any way. 

Resources for teachers on body image from Dove – this is a set of 3 downloadable lessons which include videos, worksheets and activities aimed at boosting young people’s body confidence.
Sexting

So you got naked online – this resource was created by SWGfL (part of the UK Safer Internet Centre) and is available in Danish and English.

A guide to sexting – from the Greek Safer Internet Centre and available in English, Greek, Spanish, Albanian and French

A guide for teachers on how to deal with sexting when it has taken place – the poster aims to limit possible emotional damage for those involved and restore calm and social safety in school.
Sextortion

Online sexual coercion and extortion is a crime – Europol’s site

Guide to online services – This is part of the Better Internet for Kids website and contains detailed information about over 100 of the most popular apps and platforms used by children and young people. It also includes links to privacy settings, guides for teachers and parents, and other useful resources.
4.6 Webinar with Snapchat

Micah Schaffer joined Snapchat in 2013 as one of its earliest employees and helped develop the company's Trust and Safety program and customer support operations. Today he serves as Snap Inc.'s Director of Public Policy and oversees a wide range of policy issues both internal and external.

4.7 Webinar with Facebook

Julie de Bailliencourt is head of Safety Policy for Facebook. In this role, she engages with expert NGOs, partners and policymakers around the world on topics such as bullying, mental well-being and child safety. Prior to joining the Facebook Public Policy team, Julie spent 4+ years managing the Community Operations team based in Dublin, Ireland, with a focus on child safety. Julie graduated from ESJ Journalism school in France and spent 10+ years in the online industry in Ireland before joining Facebook.
Resources > >

Violent radicalisation online is a complex process whereby individuals, through their online interactions and exposure to various types of internet content, come to view violence as a legitimate method of solving social and political conflicts.
In the video below, Humza Arshad – a popular YouTube Creator for Change Ambassador, with many young fans across the world – addresses this problem in a language likely to appeal to your pupils.
https://youtu.be/DALMRgakd-c
5.3 Educational approaches to promote critical thinking and mutual respect
Media literacy meets citizenship education

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

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

MIL for me is an online training resource on media and information literacy (MIL) developed by the Swedish Media Council. It contains various lesson plans and suggested methods. One module for teacher and students covers various elements of online hate and tolerance.
Social and emotional learning 

While critical thinking is undoubtedly important, children and young people also need the social and emotional skill set to put cognitive learning into practice and make behavioural change happen. In Module 3 on cyberbullying, we talked in great detail about the ENABLE project, which combats bullying and contributes to the well-being of young people aged 11-14 through social and emotional development and peer education.
5.4 Counterspeech and other forms of campaigning

Counterspeech and counter-narratives

The term counterspeech refers to responses or content that is created to counter a range of extremisms and hate speech online. A counter-narrative is a tool to challenge the ideologies, narratives and stories of violent extremists. The purpose of a counter-narrative is to discredit, deconstruct and demystify extremist messages. It can do this by using logical or factual arguments, or using satire and humour. They can be as specific or nuanced, as direct or indirect as the person or group creating them wants to make them.

In the video below, Dr Erin Saltman from the Institute of Strategic Dialogue (ISD) talks in further detail about counter-speech and counter-narratives.
https://www.facebook.com/OnlineCivilCourage/videos/1704169336470739/?t=0
Other forms of campaigning

Within Europe, the most visible campaign against online hate and extremism has surely been the No Hate Speech Movement. The No Hate Speech Movement is a youth campaign of the Council of Europe for human rights online, whose aim is to reduce the acceptance of hate speech and to develop online youth participation and citizenship, including in Internet governance processes. It comes with an excellent publication – Bookmarks: A manual for combating hate speech online through human rights education – which is designed to support the educational work that will enable young people to find their own ways of addressing and coping with hate speech online.
Actions of the European Commission (EC)

In early January 2018, the European Commission reported on progress made towards an effective and genuine Security Union, including priorities like countering radicalisation, enhancing cybersecurity and protecting public spaces. Read more about their activities via the links below:

Against the background of continued political pressure (sometimes combined with a threat of financial sanctions), big social media companies such as Facebook, Twitter and YouTube have all put community guidelines and reporting mechanisms in place to combat the spread of (certain types) of online hate speech and extremism. 

For instance, in its Community Standards, Facebook explains it does not only encourage respectful behaviour, but also “removes hate speech, which includes content that directly attacks people based on their Race, Ethnicity, National origin, Religious affiliation, Sexual orientation, Sex, gender, or gender identify, or Serious disabilities or diseases.”

While organisations and people dedicated to promoting hatred against these protected groups are not allowed a presence, Facebook heavily relies on its community to report this content. Therefore, it also provides guidance on How to Report Things. If you think a message you have received goes against Facebook’s Community Standards, you can report it by filling out a form. Facebook won't let the person know who reported them. However, keep in mind that not everything that may be upsetting violates Facebook’s Community Standards!

5.6. Criminal law and law enforcement

Within this context, you can: