The coronavirus pandemic has inevitably led to more time spent online, which will have increased the risk of children and teenagers being exposed to cyberbullying and harmful content, among other issues. This article examines available data on the effects of the pandemic on children as a result of their online activity and looks at what schools and child health professionals may need to anticipate in terms of children's mental health following the pandemic.
Social media has greatly affected society as we know it today, most especially for teenagers and children under the age of 10, termed as ‘underage children’. This requires a comprehensive understanding of its effects and risks. This study focuses on what parents think about their children’s usage of social media applications. By surveying parents, we aimed to learn more about their beliefs, concerns, and how they manage their children’s online activities and experiences. Our research identified a significant gap between parental awareness and their children’s online experiences. This lack of understanding is concerning because social media platforms are ubiquitous. Many parents lack a thorough understanding of the potential risks and challenges their underage children encounter in this digital environment. Additionally, existing safety measures, even within supposedly child-safe platforms like YouTube Kids, focus only on video content, neglecting potential vulnerabilities in other areas. This highlights the necessity for parental perspectives in shaping safer online spaces for minors. Our Proposed model addresses the current limitations by providing a social media experience with integrated parental controls. The proposed model includes features such as content sharing control, message control, Login/Logout timings, and customizable ad preferences. The model was stimulated by the literature review and a preliminary research study, which adopts a data-driven approach to enhance child safety within the digital landscape. Future research should involve user testing of the proposed model with focused group discussions, along with their validation and analysis.
Sorath Mahar, Shahzad Ahmed Memon, Lachhman Das Dhomeja et al.
The search for missing minors is a time-critical crisis where the first 24 to 48 hours dictate the likelihood of a successful rescue. In Kenya, while initial grassroots mobilization through community structures like Nyumba Kumi is exceptionally fast, the subsequent physical search and rescue operations suffer from severe logistical and technological inefficiencies. Current methodologies rely heavily on consumer-grade messaging applications, which fundamentally fail when civilian volunteers deploy into vegetative transition zones and rural terrains lacking reliable cellular network coverage. This study aimed to design, develop, and evaluate an offline-first digital command-and-control platform to resolve these operational blind spots.
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Given growing concerns about exposure to online risks, this study investigates children’s risk awareness and online safety needs in Zimbabwe. The research focuses on assessing factors influencing children’s awareness of online dangers and examining how demographic factors impact the perceived need for online safety education. While prior studies emphasise, the tangible risks posed by online interactions and the role of digital literacy, limited research has addressed these challenges within Zimbabwe’s context. This study builds on existing research to bridge the gap by providing localized insights. Data was collected through structured questionnaires administered to 2,617 children aged 8 to 18 across Zimbabwe’s ten provinces. Analytical methods included chi-square tests, logit regression and analysis of variance. Key findings indicate that older children and frequent Internet users are more aware of online risks. They also highlighted that meeting online friends in person significantly increases their exposure to harm. These findings provide valuable insights for policymakers, educators, and parents to craft effective interventions, including targeted safety education and enhanced regulatory frameworks for safer online environments. This study contributes to understanding online risk awareness and safety needs among Zimbabwean children.
Maxwell Sandada, Gift Kalisto Machengete, Cryford Mhaka et al.
In today's digitally-dominated era, children are increasingly engaging with online content, prompting heightened concerns for their safety.This paper provides a comprehensive analysis of how various stakeholders collaborate to ensure children's online security.While children face challenges like cyberbullying and data privacy threats on platforms like social media and online games, the responsibility to protect them is distributed among Technology companies, educators, parents, NGOs, and government agencies.Despite evident collaborations, many efforts remain surface-level, lacking the depth needed to comprehensively address online safety issues.External challenges, such as rapid technological changes, cultural differences about online safety perceptions, and varying digital literacy levels, further impede deep collaboration.However, emerging global coalitions hint at the potential of effective multi-stakeholder collaboration.The paper underscores the need for more profound, unified efforts to genuinely safeguard children online.
Ratnaditya Jonnalagadda, Pallavi Singh, Garima Seth et al.
This paper explores the process of creating an application for educating children about cyber threats on the Internet. Cybersecurity is becoming an increasingly important topic in the digital age, and educating children on this subject is imperative for their protection. The goal of this paper is to propose a conceptual solution, along with the steps and principles involved in creating an application to educate children about cyber threats on the Internet. The application offers an interactive and engaging experience for children learning about cybersecurity. The research investigates the most effective approach to educating children by employing a survey. The acquired results are then assessed using the AHP method. Based on the results, we propose a conceptual solution for the most effective way to educate children, as well as suggestions for the creation and implementation of the online application. We provide a detailed proposal for the development of the "Cyber Heroes" application, including identification of the target audience, definition of functionalities, creation of interactive lessons, challenges and simulations, and the implementation of social interactions within the app. Furthermore, the paper explores gamification techniques integrated into the application to increase children's engagement and motivation to learn about cybersecurity. Through the analysis of results and discussion, the paper offers insights into an effective approach to educating children about cyber threats and contributes to the development of strategies for improving Internet safety among the youngest population.
Abstract Purpose Online abuse of and by children is a global concern. Methods to prevent this phenomenon are diverse; however, less is known about police-led initiatives and their effectiveness in reducing the likelihood of becoming a victim or a perpetrator of cyber abuse among children. Specifically, there are no rigorous tests of the ThinkUKnow programme, to which hundreds of thousands of young people were exposed since 2006. Methods We present results from a cluster randomised control trial conducted to evaluate the Australian version of theThinkUKnowprogramme, delivered to students in primary and secondary schools. The programme consists of one face-to-face classroom-based training session delivered by at least one uniformed member of the Australian Federal Police. Post-test surveys among (n = 1954) students were used to estimate the treatment effect. Results Exposure to the programme significantly improves knowledge about cyber abuse but marginally impacted risk perceptions, engagement with risky behaviours, or willingness to report cyber abuse to adults or others. Treatment participants are more likely to report cyber abuse to the police than control participants. The legitimacy of the police also improves following the intervention among younger but not older students. Conclusion ThinkUKnowleads to desirable consequences in some but not all indictors of potentially minimising the risk of cyber abuse to and by children. Replications, preferably with diverse populations and measures of long-term effects of behavioural modifications, are needed.
The International Psychological Forum "Child in a Digital World" is dedicated to the issues of sustainable development of young children and adolescents in the context of the transformation of childhood caused by the digitalization of modern society.The Forum is initiated by the Federal Scientifi c Center for Psychological and Interdisciplinary Research in cooperation with the Faculty of Psychology of the Lomonosov Moscow State University and Russian Psychological Society.The Forum is supported by the the Ministry of Science and Higher Education and Ministry of Health of the Russian Federation.The International Psychological Forum "Child in a Digital World" received the auspices of the UNESCO.УДК 159.922.7;08ББК 88.41;94.
