DfE Keeping Children Safe in Education 2018 Consultation – What could this means for online safety?

The Department for Education is inviting views on changes to the statutory guidance Keeping children safe in education (KCSIE) and the new non-statutory advice document covering sexual violence and sexual harassment between children in schools and colleges.

KCSIE sets out the legal duties that schools and colleges must comply with, together with good practice guidance on how to keep children safe.  In 2016, the DfE updated KCSIE to include a new Annex C, which explored key practice and responsibilities regarding online safety; this was an important step to ensuring online safety is recognised as part of educational setting’s statutory safeguarding responsibilities.

The consultation closes on the 22nd February 2018; we encourage all Designated Safeguarding Leads (DSLs) and leaders to access the full consultation document and read the proposed revisions. Educational settings can respond and share views via the survey link.

This blog post will highlight the proposed changes or questions which relate to online safety within the KCSIE 2018 consultation.

Annex C: Online Safety

The DfE does not expect to make any further changes to the online safety section (now paragraph 77 in the revised guidance). However they are seeking views (question 5) on whether there is anything more that might improve Annex C; therefore it is possible there will be additions to this section when KCSIE 2018 is published.

Sexual Violence and Harassment Guidance

The updated KCSIE 2018 includes reference to the new sexual violence and harassment between children guidance. Sexual violence and harassment is clearly identified as occurring both on and offline, and the new guidance includes specific references to online sexual harassment and youth produced sexual imagery or ‘sexting’. Question 6 and 7 in the consultation survey explores the effectiveness of the new guidance and its inclusion within KCSIE.

Specific preventative approaches and clear procedures for responding to on and offline sexual violence and harassment should be reflected within child protection and safeguarding policies and training, to ensure all members of staff are able to respond effectively to concerns and provide suitable educational messages.

Annex B: The Role of the Designated Safeguarding Lead 

The updated KCSIE 2018 guidance is proposing new content regarding training for DSLs. It suggests DSLs need to undergo training which ensures they:

are able to understand the unique risks associated with online safety and be confident that they have the relevant knowledge and up to date capability required to keep children safe whilst they are online at school or college;

…can recognise the additional risks that children with SEN and disabilities (SEND) face online, for example, from online bullying, grooming and radicalisation and are confident they have the capability to support SEND children to stay safe online.

Online safety is clearly identified within the role and remit of the DSL; this builds upon the 2016 guidance. Other staff, such as computing, PSHE or IT leads, can support the DSL with online safety (particularly with education or filtering and monitoring expertise), but schools and colleges must ensure that DSLs take overall responsibility for online safety practice and responding to online safety concerns. DSLs may need to access appropriate online safety training and guidance to enable them to demonstrate this.

Currently the Education Safeguarding Team provides specific training for DSLs within Kent schools, colleges and early years settings. Please contact the team if you wish to access further information relating to this.

Online safety guidance for DSLs and school leaders is available on Kelsi; this also includes specific points to consider with regards to online safety and SEND.

Please note: This post focuses on the proposed changes within KCSIE 2018 regarding online safety. It does not explore changes to the wider safeguarding responsibilities; therefore DSLs should read the full documents available in addition to this content.

The final version of KSCIE 2018 may differ to the draft version following the consultation process.  We will publish an updated summary for online safety implications within KCSIE 2018 on the blog when the final document is made available.

 

Advertisements
Posted in 2018, Colleges, Consultation, Department for Education, e-Safety, Keeping Children Safe in Education 2018, Online Safety, Safeguarding, Schools | Tagged , , , , , , , , , , | Leave a comment

NSPCC and LGfL Pupil Online Safety Survey for Safer Internet Day 2018

LGfL DigiSafe  and NSPCC are launching a nationwide  pupil online safety survey for Safer Internet Day 2018 (6th February).  

The survey will be open to pupils across Key Stages 2-4 and will be available between the 1st and 28th February to allow as many schools and pupils as possible to take part. 

Schools who sign up to up to take part will be contributing to a major piece of academic research; they will also be able to access statistics for their own response once the report has been completed.This will allow schools to have a personal response to compare against national trends; this will potentially help DSLs identify specific trends and needs in their school.

Questions in the survey will cover the three C’s of Content / Contact / Conduct, and will explore the following:

  • Livestreaming
  • Gaming
  • Meeting people online (and then face to face)
  • What you see online (good and bad)
  • Sharing
  • Risk taking
  • Staying safe online
  • Money matters

Schools can register an interest here and will received a prefilled link to share with pupils ready for when the survey goes live in 2018.

 

Posted in 2018, e-Safety, LGfL, NSPCC, Online Safety, Primary, Safer Internet Day, Schools, Secondary, Survey | Tagged , , , , , , , , , , , , | 1 Comment

Wanted: Secondary schools to feed back on Internet Safety Strategy

Although the official consultation has closed, the Department for Digital, Culture, Media & Sport (DCMS) are offering opportunities for secondary schools to participate (via telephone dial in) a consultation on the Internet Safety Strategy green paper.

The following text from DCMS was initially shared on the LGfL blog, who have kindly allowed it to be shared here.

Invite to Secondary Schools from DCMS

The Government’s Internet Safety Strategy published on 11th October 2017 and looks at how we can make Britain the safest place in the world for users to be online. We want everybody to be able to access the benefits of the internet without harm, and this means working together with a wide range of stakeholders to develop safer online communities and empowering citizens to manage risks and stay safe online.

We know that schools play a critical role supporting children when they have suffered online harms. The Strategy sets out how DCMS and DfE will work together to ensure support for schools on these issues. We recognise that companies also have a responsibility for conduct and content on their products and platforms and are therefore setting stretching objectives for industry on tackling online harms.

We’d like to get secondary school staff (i.e teachers, teaching assistants, well-being staff) views on the full range of proposals in the strategy and are therefore conducting focus groups across the whole of the UK. Schools will be credited for their contribution to the consultation (/not referenced, as preferred).

If you would like to take part please contact internetsafetystrategy@culture.gov.uk, stating your role, school and availability to attend one session via telephone dial in from the following:

  • Friday 19th January 4-5pm
  • Monday 22nd January 4-5pm
  • Wednesday 24th January 4-5pm
  • Thursday 25th January 12-1pm

 

Posted in 2018, DCMS, Department for Education, e-Safety, Internet Safety Strategy, Schools, Secondary | Tagged , , , , , | Leave a comment

“Life in Likes”: Children’s Commissioner’s Report Published

The Children’s Commissioner has published a report on the effects of social media on 8-to-12-year-olds. In October and November 2017, the Children’s Commissioner conducted 8 focus groups with 32 children aged 8-12 to understand the impact of social media on the wellbeing of this age group.

The ‘Life in Likes’ report examines the way children use social media and its effects on their wellbeing and explores how younger children use platforms which social media companies say are not designed for them.

  • While 8-10s use social media in a playful, creative way – often to play games – this changes significantly as children’s social circles expand as they grow older.
  • The report shows that many Year 7 children are finding social media hard to manage and becoming over-dependent on ‘likes’ and ‘comments’ for social validation.
  • Children become increasingly anxious about their online image and ‘keeping up appearances’ as they get older. This can be made worse when they start to follow celebrities and others outside close family and friends and this group grows significantly upon starting secondary school. Their use of platforms like Instagram and Snapchat can also undermine children’s view of themselves by making them feel inferior to the people they follow.
  • Children feel social pressure to be constantly connected at the expense of other activities – especially in secondary school where the whole class often have their own phone and are on social media.
  • Children worry about ‘sharenting’ – parents posting pictures of them on social media without their permission; they feel that parents will not listen if they ask for them to take photos down

The findings of the research are summarised as:

‘How I use social media’

  • Across all ages, the most popular social media were Snapchat, Instagram, Musical.ly and WhatsApp.
  • Younger children had less routine around when they accessed social media, while older children started to get into the habit of using all their social media apps multiple times a day, and for some, it had come to dominate their day.
  • Children knew how to cheer themselves up or calm themselves down using social media, from getting funny Snapchats from a friend to watching videos on Instagram.
  • Social media allowed children to be creative and play games, two things that appealed to children from a very young age.

‘How I stay safe online’

  • Parents and schools had successfully ingrained messages in children about online safety from known risks such as predators and strangers.
  • Children were less aware of how to protect themselves from other online situations that could affect their mood and emotions.
  • Online safety messages tended to be learned as ‘rules’, rather than general principles children could apply to new or different contexts.

‘My friends and family’

  • Younger children were particularly influenced by their family’s views and usage of social media, and parents may be unaware of how their use of social media affects their child.
    • Younger  children often complemented their social media use by using their parents’ devices to access their parents’ Facebook or Twitter accounts.
      • Parents sometimes gave children contradictory safety messages and unknowingly exposed them to unsuitable content.
    • Many children felt uncomfortable and bothered by their parents posting pictures of them on social media, yet felt they could do little to stop it.
  • Children learned how to do new things on social media from their older siblings, but were also put off by things that their siblings had experienced.
    • In some cases, children worried about their siblings’ behaviour online, such as excessive use and ignoring safety messages.
  • Social media was important for maintaining relationships, but this got trickier to manage at secondary school, where friendships could break down online.
    • Children used social media as a tool to maintain friendships, and they recognised the value of face-to-face interactions for more serious conversations, like discussing worries and resolving arguments.
    • Younger children were more likely to see unkind comments from strangers on apps like Roblox, whereas older children, who were communicating with a greater number of people on group chats, faced issues and confusion around the blurring of ‘jokes’ that were posted publicly.

‘Growing up on social media’

  • Children are conscious of keeping up appearances on social media, particularly when they start secondary school, and identity and seeking peer approval become more important.
    • Despite talking about the importance of ‘staying true to yourself’ and being authentic on social media, girls were worried about looking ‘pretty’ and boys were more concerned with looking ‘cool’ and having the right clothing.
    • When children started to follow celebrities and people outside their close family and friends, many became aware of how they looked compared to other people on social media, and felt that comparisons were unattainable.
    • Children felt good when they got ‘likes’ and ‘comments’ from friends, and some Year 7 children were starting to become dependent on them, using techniques to guarantee they would get a high number of ‘likes’.
    • Children started to see offline activities through a ‘shareable lens’ based on what would look the best on social media.
  • Social media could inspire children and help them learn about new things.
    • Some children developed new aspirations about what they wanted their future to be like and copied things they saw on social media.
    • Some children actively gathered information on social media platforms like YouTube and Instagram, and were exposed to ‘news’ via celebrities and ‘explore/discover’ pages.

Conclusion

  • Social media was perceived as having a positive effect on children’s wellbeing, and enabled them to do the things they wanted to do, like staying in touch with friends and keeping entertained.
  • However it also had a negative influence, for example it made them worry about things
    they had little control over.
  • For younger children this was more related to their families’ use of social media, whereas for older children this was more strongly linked to peers and friendships.

Recommendations

  • Schools need to broaden digital literacy education beyond simple safety messages, to develop children’s critical awareness and resilience and understanding of algorithms, with a focus on the transition stage from primary to secondary school.
  • Parents need to be informed about the ways in which children’s social media use changes with age, particularly on entry to secondary school, and help them support children to use social media in a positive way, and to disengage from it.
  • Teachers’ knowledge about the impacts of social media on children’s wellbeing need to be improved and schools should encourage peer-to-peer learning
  • Social media companies need to recognise the needs of children under 13 who are using their platforms and incorporate them in service design or do more to address underage use.
Posted in 2018, Children’s Commissoner, e-Safety, Online Safety, Online Stress (FOMO), Parents, Positive Healthy Relationships, Primary, Research, Schools, Self-esteem, Social Media, Social Networking, Survey | Tagged , , , , , , , , , , , , , | Leave a comment

Department for Education PSHE and RSE consultation: get students involved

Under the Children and Social Work Act 2017, the government committed to making Relationships and Sex Education (RSE) statutory in all secondary schools, including LA maintained schools, academies, free schools and independent schools (and relationships education in all primary schools). The Secretary of State also has the power under this new Act to make the whole of PSHE education statutory at the same time, depending on the results of a process of engagement and consultation.

The Education Secretary has launched a ‘call for evidence’ on PSHE and RSE; it is  open until 12 February 2018 and provides a real chance for schools and young people to have a voice in shaping the future of PSHE education. The consultation can be accessed here and is open to schools, teachers, parents and students to submit their views.

The Department for Education (DfE) is keen to hear the views of young people as part of this consultation on PSHE education and RSE; to support schools the PSHE association has produced a free pack of lesson materials. This content will help schools to gather and submit young people’s’ views to the consultation and contains full instructions n how to respond. Please note if you are submitting evidence on behalf of your student’s’, enter your school’s name instead of your own name.

Posted in 2018, Children and Young People, Consultation, Department for Education, Positive Healthy Relationships, PSHE, RSE, Safeguarding, Schools, Secondary | Tagged , , , , , , , | Leave a comment

Safer Internet Day 2018 Education Packs now available #esafety #SID2018

To help schools, youth groups, police services, libraries and wider run activities for Safer Internet Day on the 6 Feb 2018, the UK Safer Internet Centre have created Education Packs and complementary SID TV films tailored for 3-7s, 7-11s, 11-14s, 14-18s and parents and carers, along with some guidance for educators.

To support the theme for the day, the videos and activities focus on online relationships and digital empathy.

3-7’s

7-11’s

11-14’s

14-18’s

Parents and Carers

  • Education pack for parents and carers includes:
    • Factsheet
    • Conversation starters
    • Family pledge card
    • Fun things to do
    • Quick activities
    • Social media activities
  • SID TV Parents and Carers

Teachers and Educators

Make sure you check out the other content for SID 2018 and register your support!

Posted in 2018, Childnet, Colleges and sixth forms, Independent Schools, Online Safety, Parents, Primary, Resources, Safer Internet Day, Schools, Secondary, Teachers | Tagged , , , , , , , , , , , , , , , , , | Leave a comment

Online Safety Briefing: Term 2 2017-18 #esafety

This is the 2nd edition of the Kent Education Safeguarding Team’s Online Safety briefings covering Term 2 (November-December) 2017-18. The aim of these posts is to help Designated Safeguarding Leads (DSLs) in educational settings keep up to date with of some of the emerging online safety issues and research which may be of interest.

The following links are not endorsed, controlled or promoted by Kent County Council. This briefing should not be shared or forwarded directly to pupils or parents due to the sensitive and potentially distressing nature of some content.

Before sharing content that names specific apps or websites, we recommend DSLs access the following :

National Updates

Articles and Research

General

Computer Misuse, Data Protection and Information Governance

Gaming and Gambling

Peer on Peer Abuse 

Professional Conduct 

Reliability and Trust

Self Esteem and Mental Health 

Sexual Abuse and Grooming

Social Media and Technology

Educational Content

Teaching Materials, Tools and Videos

Articles

Parent/Carer Content

NCA CEOP #WhoIsSam Campaign Video

 

Additional links to articles and resources can also be accessed via the Kent Online Safety Twitter feed.

Posted in 2017, Briefing, e-Safety, Early Years, Independent Schools, Kent, Online Safety, Primary, Safeguarding, Schools, Secondary | Tagged , , , , , , , , , | Leave a comment

New Research ‘Young People and Sexting — Attitudes and Behaviours’ Published

SWGfL – as part of its work in the UK Safer Internet Centre – with Plymouth University, The Office of the eSafety Commissioner (Australia), and Netsafe (New Zealand) have collaborated on a research programme on young people’s experience of sending and sharing nude and nearly nude images, otherwise known as ‘sexting’.

The purpose of this shared research programme is to better understand the:

  • prevalence of sending and sharing of both solicited and unsolicited nude or nearly nude images or videos, and young people’s influences and motivations for this behavior.
  • Experience and ability of schools to respond to instances of sexting

The UK research, conducted by Prof Andy Phippen adopted a mixed methods approach, incorporating a quantitative survey based element and a qualitative discursive element, the aim being to bring the most effective value from the different approaches.

  • The report concludes that the practice is more common among young people in the UK than in the other two countries, with around 1 in 2 of those who took part in the UK survey saying that they know someone who shared, received or had been asked for nude pictures or videos in the last 12 months, compared to around 1 in 5 in Australia.
  • Around 60 – 70% in the UK knew the practice could be illegal, however, discussions with focus groups of young people highlighted that while they are generally aware of the legalities, they did not believe that is enough to prevent someone from sending a nude.

David Wright, Director of the UK Safer Internet Centre and SWGfL said: “Technology is a part of young people’s everyday lives, and while it brings with it many benefits, it also exposes them to a number of potential risks and harmful behaviours. The sharing of intimate images is one behaviour that we believe is particularly important for us to understand. The purpose of this research was to explore the prevalence among young people of sharing intimate images, and moreover, what drives this. The UK Safer Internet Centre is committed to understanding and responding to this issue and our Professionals Online Safety Helpline is on hand to provide members of the children’s workforce with advice and support on the matter.”

Andy Phippen, Professor of Social Responsibility in IT at Plymouth University said: “This research shows how important it is to include a youth voice in this area – we have listened to what young people are telling us, and they are telling us they need better education, and support not criminalization when they are pressured into sending these images.”

Key Findings

  • While adults and the media often use the term “sexting” to talk about sending nude or semi-nude images or videos, young people use a variety of descriptions (Nudes, Dick Pics, Naked Pics, Nudies)  for this practice. This reflects the range of contexts surrounding this type of behaviour.
  • Young people perceive that sending and sharing nude or semi-nude images or videos is a more common practice than it actually is.
  • While a small minority of young people are sharing this material themselves, there are a range of ways that they experience the broader effects of this practice.
    • In the last year around 1 in 5 of young people received a nude image or video they didn’t ask for, and the same amount had been asked for an image of themselves.
  • Young people’s experience of this practice is not the same, particularly when focusing on gender.
    • Across all three countries more girls received images without requesting them than boys. They were also asked more frequently for images of themselves; In Australia, girls are almost 3 times more likely to receive requests than boys (21% of girls vs. 8% of boys) and the most likely source of request to share an image is from a stranger.
  • Most young people are not enthusiastic about the influence or impact of these practices on their lives, and are aware of the potential negative consequences.
    • Overall, young people disagreed more strongly with statements that suggested that this practice was not a problem. In all three countries, around three-quarters agreed that people should be punished for threatening to share images.
      • Only 1 in 10 young New Zealanders thought that sharing images was a good way to explore themselves as they were growing up. A similar percentage of the young people surveyed in the UK saw nothing wrong with engaging in the distribution of nudes.
      • Discussions with UK youngsters suggest that some might be flattered if asked for a nude by someone they liked and nearly 70% said that a factor in sending nudes could be receiving compliments.
      • Most (72%) Australian teenagers disagree that they often feel pressured into sending those sorts of images. UK and NZ children were more indifferent with 30 – 40% suggesting that there was pressure to send.
      • Almost 70% of UK respondents said pressure can be a factor in the decision to send an image.
      • However, just over half in NZ, and three-quarters in the UK, think that nude, or nearly nude, pictures or videos are sent to seek attention, gain social approval, or because of peer pressure.
  • In the UK and Australia around 60 – 70% knew the practice could be illegal.
    • However, discussions with UK young people highlighted that while they are generally aware of the legalities, they did not believe that is enough to prevent someone from sending a nude.
    • Young people were asked what adults can do to support young people in this area; the most popular responses were:
      •  listening (76%)
      • not judging (74%)
      • making sure there are confidential places to get help (73%).

Key Findings: Considerations for Education Settings

  • Attitudes [from young people] are still mundane, education is still sparse and tends to be in an ‘output only’ form, and knowledge is still developed by peers.
    • Boys are still more likely to volunteer images, and girls are more likely to send as a result of requests and pressure, and the impact on the victim in the event that an image is spread depends on their gender, popularity and resilience. Girls are far more likely to receive abuse as a result of being the subject of a spread image, whereas most boys will laugh it off. 
  • The majority of ‘online safety’ education adopts a prohibitive approach; this results in a shallow and limited understanding of both the behaviour and its resulting consequences.
    • Young people are told by teachers and/or external speakers, that taking nudes is illegal and if they do it they ‘could be in a lot of trouble’…
    • …One girl said that they had experienced an assembly a couple of years earlier when a member of the police came in and, in her words, ‘scared us to death’ about the trouble they could get in if they took nudes. Nothing about protection from harm if an image was spread, the focus was very much on the originator of the image and their potential criminalisation…
    • …When asked whether this talk worked, the girl said it didn’t because she was aware of peers who did share nudes….However, what they had all decided, as a result of the talk, was that there was no way they would ever tell an adult if a friend was experiencing abuse, coercion or exploitation as a result of sharing a nude… it’s little wonder that young people suffer in silence when dealing with some highly problematic and harmful fallout as a result of sending a nude.
  • Young people are not provided with relevant, up to date and pragmatic education around issues such as self-generation.
    • Therefore, is it any wonder they engage in risky behaviours and think the way to engage in a relationship is to share images of their genitals or ask for indecent images of their peers?’
  • Victim blaming is  one of the most concerning areas around self-generation, and one which seems to have changed very little  from earlier research.
    • Victim blaming follows a typical pattern of someone sending an image to one person, then the recipient shares that image, and the victim then receives abuse from the wider community because they are a ‘slut’ or a ‘slag’ for sending the image to this one trusted individual.
    • There is very little focus on challenging the behaviour of the individual who spread the image further, just the person who took the image.
    • In the survey data almost 75% of respondents said the person responsible for the image is the person who took it, even though in many instances that image might have been generated through peer pressure, harassment or coercion.

 

Posted in 2017, e-Safety, Online Safety, Peer on peer abuse, Positive Healthy Relationships, Research, Schools, Sexting, SWGfL, UK Safer Internet Centre | Tagged , , , , | Leave a comment

CEOP and Brook publish ‘Digital Romance’ report

CEOP and Brook have published new research which aims to explore and understand young people’s everyday use of technology within their relationships, and the ways in which the pleasures, harms and risks of interpersonal relationships may be influenced by technology.

Digital Romance was led by researchers Dr Ester McGeeney (Brook) and Dr Elly Hanson (NCA-CEOP), the research took place between January and May 2017 and used a mixed methods approach involving an online survey, in person focus groups and one-to-one interviews.

The project was motivated by the desire to evolve online safety education by providing an in-depth insight into young people’s views and experiences. Much of the focus of online safety work has been narrow – exploring the risks of online communication such as the unsafe sharing of personal details, the loss of control of material (especially images), and the facilitation of abusive and bullying behaviours. Research does not always recognise the positive role of digital technology in young people’s lives and the complicated ways in which young people experience and negotiate risk.

The report hopes that a deeper understanding of  the positives as well as risks will enable all agencies to deliver relevant, nuanced education that speaks to young people’s day to day experiences.

Key Findings

  • The study involved 2,135 young people aged 14-24
    • Interviews took place with 10 young people aged 14-25
    • 13 focus groups took place involving 69 young people aged 11-20

Young People’s Views and Experiences on ‘Digital Romance’

‘Flirting’

  • 84% have flirted at least once or twice online and 87% face to face.
  • 25% of young people report that they flirt online a lot and 23% report that they flirt face to face a lot.
  • Flirting is a nuanced practice with lots of different styles and levels
    • Often simply about fun, relaxation and connecting
    • Technology is ideally suited to the codes and ambiguity inherent to flirting
    • It may also afford more control – but also, for some, more pressure
    • In general face-to-face flirting was seen as more emotionally risky as well as beneficial

Nudes (or ‘Sexting’)

  • Children stated numerous reasons for sending ‘nudes’: fun, intimacy, confidence, lack of confidence, validation, pressure
    • 34% sent a nude/sexual image to someone they were interested in
    • 20% sent to their friends for fun
    • 28% felt pressurized to send one of themselves
    • 7% felt pressurized to send one of someone else
    • 26% received 1 of someone they knew sent by another
    • 9% sent one of someone they knew to someone else

Meeting partners online

  • 38% of survey participants had met someone online who they started seeing
    • (55% of trans young people)
  • 5% of survey participants reported that they had never met their partner face to face

‘Catfishing’

  • 6% of survey participants have met someone in person who they first met online who wasn’t who they said they were.
    • 2.6% had experienced this ‘quite a few times’ to ‘a lot’
    • Significantly more boys and more gay young people were affected

Relationship pressures

  • High levels of unwanted ‘checking up on’ via tech (16% have asked their partner to stop)
    • Technology can be conducive to jealousy, as well as cheating and its discovery

Break ups

  • 84% had been broken up with via messaging services
  • 43% had been broken up with in person
  • 25% had been ‘ghosted’
  • 25% had been broken up with via phone call
  • 7% had been broken up with via a social media status change

Post break up

  • Breaking up is hard – and tech can freeze emotionally difficult moments in time
    • Technology also facilitates the playing out of preoccupation and ambivalence
      • 72% report staying friends with an ex on social media
      • 54% report removing them from all social media accounts
      • 54% report using social media to see what their ex is up to
      • More girls report both removing and checking up on ex

Online Safety Education: Young People’s views

  • Most participants had received education about online safety & relationships.
    • Young people reported they were aware of online risk and adopt a range of practices to manage it
  • Online safety education was favourably rated, however it was sometimes  viewed as too narrow or negative

Vulnerabilities & blind-spots – content not covered through online safety education

  • Desire for popularity and status (linked to insecurity)
  • Dealing with break-ups
  • Peer pressure
  • Gendered expectations
  • Perceptions of their being a ‘Hook-up’ culture

What support would young people like to help them enjoy positive relationships online/offline without harm?

  • 87% would like online self-help for young people with relationship difficulties
  • 78% would like support via SRE through online modules
  • 78% would like more tips and guides about using tech safely
  • 77% would like peer mentoring
  • 73% would like more programmes for parents about supporting their children to have good relationships

What they would like… from adults

  • Non-judgment and understanding about ‘digital romance’
  • Supportive relationships and positive ‘spaces’
  • Impart knowledge and experience about both positive and negative relationship
  • Address LGBT experiences

What they would like…from other young people

  • Be nice
  • Call out bad or hurtful behaviour
  • Support and sharing

What they would like…from teachers

  • Teach media literacy
  • Build confidence
  • More time and space throughout education on SRE
  • Promote positive relationship norms and challenge negatives
  • Facilitate peer-led learning
  • Support systems
  • Honesty and respect

What they would like…from parents

  • Close bonds
  • Less threats and punishment; build trust
  • Everyday conversations
  • Differing views on monitoring and restrictions – reflective of
    the complexities and nuance around this

Suggested implications

  • Specific attention to relationship skills and knowledge throughout a child’s education; not just a few  ‘ad hoc’ lessons
  • Make use of interactive technology to deliver some PSHE – e.g. online modules
  • Promote positive teacher-child; parent-child; and peer-peer relationships
  • Build holistic self-esteem and confidence in young people
  • Support young people in supporting others
  • Develop and promote a ‘cultural change’ by building positive school cultures

Suggested themes for schools to address within PSHE

  • Bystander empowerment
  • Media literacy
  • What good relationships look like; online and off
  • Promoting equality and respect – e.g. tackling harmful gender norms
  • Attention to ‘pockets of risk’ e.g. break-up period

 

Posted in 2017, Brook, CEOP, Positive Healthy Relationships, PSHE, Research, RSE, Schools | Tagged , , , , , | Leave a comment

Online Safety at Christmas: 2017 Template Letter and Useful Links for Parents

As Christmas time approaches, with 92% of 5- to 15-year-olds now online (Ofcom 2017), it’s likely that many children and young people will be looking forward to receiving technology based gifts under the tree this year.  This means the festive period is a great opportunity to highlight simple tips to help parents and carers make safer choices when buying new devices. It may also serve as a timely reminder to encourage parents to consider how they can help their children  to keep safer online during the festive period, and beyond.

To help support educational settings the e-Safety Development Officer has created a template letter for Designated Safeguarding Leads, headteachers or managers to adapt and share with their communities.

Additional links to share with parents/carers at Christmas include:

Educational settings may also find it helpful to adapt or share these parent/child contracts from FOSI which can be given to children alongside their new devices.

Settings may wish to use the letter and/or links in its entirely, or use the content within existing communication such as the school/setting newsletter or social media channels.

  • The 2016 edition of this post is available here.
  • Our colleagues at LGfL DigiSafe also have helpful advice and links for schools here.

We would like to wish all of our subscribers a Merry Christmas and a Happy New Year!

Ashley Assiter, e-Safety Development Officer and Rebecca Avery, Education Safeguarding Adviser (Online Protection)

Posted in 2017, e-Safety, Early Years, Independent Schools, Kent, Letter, Online Safety, Parents, Primary, Safeguarding, Schools, Secondary | Tagged , , , , , , | 1 Comment