Author: George Milliken

Digilearn.scot Shortlisted for Scottish Cyber Awards 2021

We’re delighted, and immensely proud to be able to announce that we have been shortlisted for two awards at the upcoming Scottish Cyber Awards 2021.
Even to be shortlisted is a great achievement for us and we’d like to thank all of the educators who have engaged with us, and also our Education Scotland colleagues that support us.

The awards we’re shortlisted for are:

  • Best Cyber Education Programme category for the
  • Best New Cyber Talent

We can’t wait to see you all at the Cyber Awards and hear about the impact that everyone’s work us having across the country.

#ScotCyberAwards21

cyber toolkit trolling bullying abusive behaviour

Communicate: trolling, bullying and abusive behaviour

Trolling (15%) and bullying, abusive behaviour or threats (8%) account for 23% of the potential risks encountered by UK internet users aged 13+ (Ofcom, 2022). Understanding how the platform works can help children and young people reduce the likelihood of this potential risk by managing whose messages and posts they see, and how to mute or block people who may be trolling, bullying or abusing them.

back to Communicate

cyber toolkit communicate

“It is important not to get too hung up on the fact that your child has experienced bullying online, but to recognise that they have been bullied and need the same support as they would if they had experienced any other type of bullying. Take their concerns seriously, remain calm, and consider what they would like to happen.” Respect Me

 

This guidance aims to support teachers educate learners about the control they have over devices and accounts and how this knowledge can reduce contact, block unwanted communication or report abusive behaviour. 

Internet safety risks and considerations

Access

In order to communicate with others online, learners usually need access to:

  • an internet-enabled device
  • apps to communicate – this may include the device’s own messaging, calls or video calls (FaceTime) apps, as well as the most common additional messaging apps WhatsApp and Snapchat
  • someone else to communicate with

When supporting learners with this area, it is important to consider who controls their access to these opportunities and resources:

  • Is there a risk of this occurring in school?
  • How is that enabled?
  • Are there steps that could be taken to reduce the risk of this?

If it is an out-of-school risk:

  • How can the school support with this?
  • Is support required for families or learners?
  • Who can support with this: Community Learning and Development or Police Scotland?
Potential risks

Being more cyber resilient reduces the risk of internet safety issues arising. We all want the internet to be a more welcoming space for children and young people and that is why we promote this positive message of safe, smart and kind.

Topics to explore with learners might include are:

  • the people they communicate with – groups or individually
  • the platforms they communicate on – impact of device or context
  • types of content they might share – risk of inappropriate content
  • the risks of sharing created content
  • the law about online communications – Communications Act 2003
  • the potential risks, and associated harms, the same for everyone – why are they different, and why does this matter?

Cyber resilience guidance

Devices

The first potential vulnerability when communicating online is the device not being securely setup.

Check with learners that they have taken these steps to reduce the risk of someone accessing and communicating with their device without permission:

  • a screenlock that requires a passcode or biometric (face or fingerprint) to log in to stop unauthorised access (hacking)
  • apple devices have a content filter, called communication safety in Messages, in their ‘screen time’ settings that blocks potentially nude content from children’s phones
Accounts

Another potential vulnerability when communicating online is the accounts on the device or online platform not being secure enough and allowing others to use their device or contact them.

Check with learners that they have taken these steps on their apps to reduce the risk unwanted contact:

  • they use device or platform security features, inlcuding password, biometrics or 2FA to ensure only they can access it
  • they know how to use the settings and security features to set the platform up to only share information they are willing to share – this can reduce their ‘visibility’ and potentially reduce the chances of unwanted contact
  • they can use the settings and security settings to control who is able to contact them, see/reply to their posts or direct message them on the platform

 

Whatsapp 

How to block and report contacts

Snapchat

How do I change my privacy settings on Snapchat?

How to Remove a Friend

FaceTime

Block unwanted callers in FaceTime on iPhone

Report and support

When using devices or online platforms to communicate, learners should understand that online platforms and services, including apps, carry greater risk of being shared without permission as the messages and content on these is almost always stored on their server, which is the company’s computer, and not the child or young person’s device.

Should created content ever be shared with, or without, permission then learners should have the knowledge, skills and support to report and recover from the potential risks associated with this:

ANY communication that contains content that depicts child sexual abuse MUST be reported to the police or CEOP

 
 

Whatsapp
How to block and report contacts

 

Snapchat

How To Report A Snap

Snapchat Reporting Quick Guide
 

Adults can report concerns about unwanted contact to NSPCC

Children and young people can report concerns about unwanted contact to Childline

Communicate – Livestreams

Livestreaming is an increasingly popular method of communicating with people across the world. They can be based on any sort of content but often centre around sports and gaming.
Learners should be aware of the risks of inappropriate content in livestreams, the pressure to provide tips, subscriptions or sponsorship, and the risks associated with talking to others on streams, whether friends or strangers.

The risks:

  • pressurised into purchases, tips, sponsorships or subscriptions
  • inappropriate content
 

 

 

Becoming cyber resilient is the first step to being safer online. Talk to your learners about the devices and accounts that they use to access online information:

  • Make them aware of any potential risks, such as inappropriate content and costs
  • Ensure they have privacy and security settings enabled on their streaming platforms and consider where and what they film
  • If content is harmful – do they know how to report it?

 

Being more cyber resilient reduces the risk of internet safety issues arising. We all want the internet to be a more welcoming space for children and young people and that is why we promote this positive message of safe, smart and kind.

With your learners:

  • Discuss the risk of watching inappropriate streams
  • Ask them to explore and recommend smarter choices for more appropriate streams – this could be class stream reviews alongside book reviews
  • Look at how they can be kinder when streaming or commenting on others’ streams

 

 

resources:

NSPCC Esports Guide

Livestreaming – Childnet

To stream or not to stream? – Childnet

Need answers? – Own It – BBC

 

 

information:

Cyberbullying guidance for schools – Childnet

Video Chat and Webcams – Childnet

Bullying or Harassment (reportharmfulcontent.com)

Staying-Safe-Online-advice-for-parents-and-carers.pdf (cyberscotland.com)

Joe Tasker Down The Rabbit Hole: social media viewing habits. – Own It – BBC

When people’s posts are getting you down – Own It – BBC

Communicate – Gaming

Gaming is one of the most popular past times in the world. The amount of money spent playing games is more than that spent on video-on-demand (VOD), such as Netflix, or music streaming like Spotify combined. There are many aspects to gaming beyond playing the games, including livestreaming, esports or gambling.

Learners should be aware of the risks of inappropriate content in games, the pressure to make purchases (lootboxes, FUT, skins), and the risks associated with playing multiplayer online games whether friends or strangers.

 

The risks:

  • sharing or receiving content that is inappropriate, offensive or harmful
  • being groomed or exploited
  • being bullied
  • sharing private information

Becoming cyber resilient is the first step to being safer online. Talk to your learners about the devices and accounts that they use to access online information:

  • Make them aware of any potential risks, such as grooming or cyberbullying and greifing
  • Ensure they have privacy and security settings enabled on their games consoles and apps when playing online
  • If content is harmful – do they know how to report it?

Being more cyber resilient reduces the risk of internet safety issues arising. We all want the internet to be a more welcoming space for children and young people and that is why we promote this positive message of safe, smart and kind.

With your learners:

  • Discuss the risk of playing inappropriate games, or with inappropriate players, such as randomly matched adults
  • What is the difference between trolling, griefing and bullying?
  • Look at how they can be kinder when playing cooperatively

Gaming resources:

Games Consoles | Safer Internet Centre – questions for engaging with gamers

information:

Gaming – Own It – BBC

Gaming – Childnet – guides for popular consoles and games

Home | Pegi Public Site

Staying-Safe-Online-advice-for-parents-and-carers.pdf (cyberscotland.com)

Communicate – Social Media

Communicating online carries greater risk than just consuming or creating content because it involves other people and their ability to influence or affect our behaviour.
Platforms such as social media are designed for communicating with others, inviting them to comment on your posts, pictures and videos.

The risks:

  • sharing content publicly with no restriction on who can see, share or comment on it
  • sharing or receiving content that is inappropriate, offensive or harmful
  • being groomed or exploited
  • being bullied
  • receiving inappropriate images or messages 

Becoming cyber resilient is the first step to being safer online. Talk to your learners about the devices and accounts that they use to access online information:

  • Make sure they are aware of how to create a stronger password and enable 2FA
  • Ensure they are aware of privacy settings, such as who can see and comment on posts, or how many notifications they receive
  • Ensure that only people they follow/friend are able to direct message (DM) them
  • Check that they are aware of the risks of grooming, cyberbullying and scams
  • Show them how to report concerns on the platform

Being more cyber resilient reduces the risk of internet safety issues arising. We all want the internet to be a more welcoming space for children and young people and that is why we promote this positive message of safe, smart and kind.

With your learners:

  • Are they aware of the risk of grooming – what it looks like, how it happens and how to report it?
  • Ensure that learners are aware of the risks of social media comments and posts – could they be offensive, harmful or bullying to someone else?
  • What does your content say about you – are you creating a smart and kind public presence?

Social media resources:

Critical Thinking – Childnet

Trust Me – Childnet

Media Smart Body Image 9-11 yrs / Key Stage 2 / PSHE

Digiduck Stories – Childnet

Teaching resources and lesson plans | NSPCC Learning

PSHE Toolkits – Childnet

Educator-guidance.pdf (childnet.com)~~

Resource – Staying safe online 11-16 – Into Film

IntoFilm – Digital Wellbeing

Information on settings and safer use:

Social media myths – Own It – BBC

Don’t Feed the Trolls | Center for Countering Digital Hate (counterhate.com)

Joe Tasker Down The Rabbit Hole: social media viewing habits. – Own It – BBC

When people’s posts are getting you down – Own It –

Social-Media-Guide-teachers-and-support-staff.pdf (childnet.com)

Information on popular platforms:

Social media guides | Safer Internet Centre

Apps guide for parents | Internet Matters

The TikTok Checklist | SWGfL

Facebook Checklist – Download or Buy Facebook Checklist | SWGfL

Twitter Checklist – Download or Buy Twittter Checklist | SWGfL

Instagram Privacy Checklist | SWGfL

Information on online harms and risks:
I want to know more about Cyberbullying – Childnet
Just a joke? – Childnet

Cyberbullying guidance for schools – Childnet

Video Chat and Webcams – Childnet

I want to know more about Sexting – Childnet

Bullying or Harassment (reportharmfulcontent.com)

Staying-Safe-Online-advice-for-parents-and-carers.pdf (cyberscotland.com)

Social media – Childnet

Create – Images and Video

It is possible to create content that isn’t shared online but more of our images and video is shared online. Sharing content publicly has higher risks than private content. If it is shared publicly then there is greater risk of images being shared without permission or commented negatively on.

Privately created content has less inherent risk – if it is private to your device or account and no one can access it, then it is less likely to be shared against your wishes, or commented on negatively. However, even private and un-shared content can still be stolen from hacked accounts – a suitably strong password, 2-factor authentication, or even biometric security should be used to keep the account as secure as possible.

The risks:

  • feeling pressured to create content – appropriate or not
  • creating content that is inappropriate, offensive or harmful
  • having media, private or not, shared without permission

Becoming cyber resilient is the first step to being safer online. Talk to your learners about the devices and accounts that they use to access online information:

  • Ensure they have a secure login, such as password or 2-factor authentication
  • Have they set up account recovery details in case their account is hacked
  • Explore their social media profile – what is public and private? Are they aware of any risks or benefits?

Being more cyber resilient reduces the risk of internet safety issues arising. We all want the internet to be a more welcoming space for children and young people and that is why we promote this positive message of safe, smart and kind.

With your learners:

  • If the content is being created in response to someone else’s content or request – what are their motivations; is there a potential for harm?
  • Ensure that learners are aware of the risks of social media content – could it be be offensive, harmful or bullying to someone else?
  • What does your content say about you – are you creating a smart and kind public presence?

Images and video resources:

Critical Thinking – Childnet

Trust Me – Childnet

Media Smart Body Image 9-11 yrs / Key Stage 2 / PSHE

Body Image & Advertising 11-14 yrs – Media Smart

Media Smart – Digital Advertising 9-11 yrs teaching resources

Digiduck Stories – Childnet

Information:

Need answers? – Own It – BBC

Your Online Identity – Own It – BBC

Vlogging – Own It – BBC

“Someone posted my image on an inappropriate website!” – Own It – BBC

Livestreaming – Childnet

When people’s posts are getting you down – Own It – BBC

Social media guides | Safer Internet Centre

Social-Media-Guide-teachers-and-support-staff.pdf (childnet.com)

Apps guide for parents | Internet Matters

The TikTok Checklist | SWGfL

Facebook Checklist – Download or Buy Facebook Checklist | SWGfL

Twitter Checklist – Download or Buy Twittter Checklist | SWGfL

Instagram Privacy Checklist | SWGfL

Snapchat Checklist – Download or Buy Snapchats Checklist | SWGfL

Create – Social Media

It is possible to create content that isn’t shared online but more of our images and video is shared online. Sharing content publicly has higher risks than private content. If it is shared publicly then there is greater risk of images being shared without permission or commented negatively on.

Privately created content has less inherent risk – if it is private to your device or account and no one can access it, then it is less likely to be shared against your wishes, or commented on negatively. However, even private and un-shared content can still be stolen from hacked accounts – a suitably strong password, 2-factor authentication, or even biometric security should be used to keep the account as secure as possible.

 

The risks:

  • feeling pressured to create content – appropriate or not
  • creating content that is inappropriate, offensive or harmful
  • having media, private or not, shared without permission

Becoming cyber resilient is the first step to being safer online. Talk to your learners about the devices and accounts that they use to access online information:

  • Ensure they have a secure login, such as password or 2-factor authentication
  • Have they set up account recovery details in case their account is hacked
  • Explore their social media profile – what is public and private? Are they aware of any risks or benefits?

Being more cyber resilient reduces the risk of internet safety issues arising. We all want the internet to be a more welcoming space for children and young people and that is why we promote this positive message of safe, smart and kind.

With your learners:

  • If the content is being created in response to someone else’s content or request – what are their motivations; is there a potential for harm?
  • Ensure that learners are aware of the risks of social media content – could it be be offensive, harmful or bullying to someone else?
  • What does your content say about you – are you creating a smart and kind public presence?

Social media resources:

Critical Thinking – Childnet

Trust Me – Childnet

Media Smart Body Image 9-11 yrs / Key Stage 2 / PSHE

Body Image & Advertising 11-14 yrs – Media Smart

Media Smart – Digital Advertising 9-11 yrs teaching resources

Digiduck Stories – Childnet

Information:

Toolkit – information literacy resources

Social media myths – Own It – BBC

Joe Tasker Down The Rabbit Hole: social media viewing habits. – Own It – BBC

When people’s posts are getting you down – Own It – BBC

Social media guides | Safer Internet Centre

Social media guides | Safer Internet Centre

Social-Media-Guide-teachers-and-support-staff.pdf (childnet.com)

Apps guide for parents | Internet Matters

The TikTok Checklist | SWGfL

Facebook Checklist – Download or Buy Facebook Checklist | SWGfL

Twitter Checklist – Download or Buy Twittter Checklist | SWGfL

Instagram Privacy Checklist | SWGfL

Snapchat Checklist – Download or Buy Snapchats Checklist | SWGfL

Create – the Cyber Resilience Internet Safety Teacher Toolkit

Our aim

This page aims to provide clear and concise information about popular platforms where children and young people create online content. It is intended to provide knowledge and understanding for educators, so that they are more confident planning, delivering and assessing cyber resilience and internet safety learning.

How to use this page

For children and young people, the internet is an important part of their daily lives and educators need to understand the role of online devices and platforms in their lives. The internet is part of their cultural capital and key to engaging them with meaningful and relevant learning contexts.

  • Ask them about their online activities and behaviours – what do they create?
  • Let them lead the learning – can they teach you something?
  • Engage with their ideas and answers – how can you use their knowledge and experiences to inform their learning?