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FBI stresses online safety as virtually learning resumes for many
As more students head online for virtual learning, the importance of online safety for children and families has increased.
Derica Williams
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As more students head online for virtual learning, the importance of online safety for children and families has increased.
Derica Williams
Digital technology has influenced children's lives, shaping their norms, attitudes, and behaviours. This study aims to understand the online behaviours of children in Indonesia, exploring their activities, risks, and safety measures. Conducting semi-structured interviews with 510 children aged 9-18 across Central Java, East Java, and South Sulawesi Provinces in Indonesia, the study sheds light on the prevalence of internet usage among children and their online experiences. Indonesian children use the internet extensively for entertainment, communication, and information. Children consider the internet an important part of their lives, although they often lack awareness of online dangers and what constitutes risky behaviours, such as adding unknown contacts and sharing personal information, especially in online gaming contexts. Children rely on simple safety measures, necessitating comprehensive education on online safety. While many share their online experiences mainly with friends, those with strong parental bonds share it with their families too. The study emphasizes the importance of discussing online risks, including sexual exploitation and abuse, and cyberbullying as they frequently encounter such experiences but hesitate to report them. Overall, the study provides valuable insights for tailoring online safety programmes to meet children's needs and underscores the importance of informed digital parenting strategies to safeguard children's online well-being.
Karen Muller, Astrid Gonzaga Dionisio, Sanghyun Park et al.
Purpose This paper examines children's development of digital literacy, resilience and citizenship in the online environment, addressing active engagement and participation via cartoon videos. Previous research has emphasised the positive role of cartoons in different educational contexts, as important agents of attracting children's attention and interest with opportunities to engage in contextual and collaborative learning. Design/methodology/approach The work describes the design and an initial pilot study of the animated cartoon video series, with a group of 30 children in an S1 class, at a secondary school in Scotland as part of workshop addressing digital resilience themes. Children worked individually and in teams in a series of interactive activities, which were evaluated by means of a short questionnaire survey. Findings The majority of the children enjoyed the cartoon videos which addressed a story of cyberbullying and, in teams, they chose different copying strategies. Children's verbalisations included expressions of positive feelings when connecting online, linked to socialising, creative and playful activities and they expressed a preference towards speaking to their parents and friends rather than their teachers when dealing with online challenges. Research limitations/implications Children not only enjoyed watching the cartoon story but had an interest to learn more about how other children deal with the pressures and challenges of the online world, how to manage their own digital footprint and, particularly, how easy it is to spread personal information online. Practical implications Cartoon animations present an opportunity to act as a basis for encouraging children to exchange ideas and engage in dialogue in class and at home by means of creating a point of reference which creates an environment, where pressure is taken away from the “self”. The cartoon character can be the focal point for discussion on issues that may be difficult to address directly and on a personal level because of insecurity or fear. Social implications Both teachers and parents have a responsibility to offer support and advice to children and ensure their online safety and resilience. Engaging with children in open further dialogue via fun and interactive cartoon-based activities may help to further explore and understand their perspectives. Originality/value The work addresses everyday life issues encountered online and aims to offer educators and parents an engaging and fun series of activities, harnessing the advantages of cartoon video animation as a didactical resource that can utilised as a supplementary learning tool inside the classroom and at home.
Konstantina Martzoukou
Background. The article presents the results of the second stage of research on the effectiveness of the educational campaign #stop_sexting concerning child safety in the digital environment. The research aims to explore the activities of 5th to 8th-grade pupils in the digital environment, their basic knowledge of security, including awareness of online communication risks, as well as their attitudes toward internet safety and behavior in risky situations. The primary research method used was a questionnaire, with results analyzed using descriptive statistical methods. Methods. The research findings highlight the inconsistencies in children's perceptions of the internet and safety within the online sphere, along with their self assessed competency in this domain. The trend of increasing online engagement with age has been confirmed, and the primary activities of children on the internet elevate the potential for encountering risks, which they tend to underestimate. Only 11 % of the surveyed children do not have profiles on social media. Despite the fact that the majority of children express an understanding that anyone can become a victim on the internet, they generally perceive the internet as a safe environment. Results. The risk of encountering inappropriate content online or receiving proposals for intimate communication is of least concern to them. More than half of the respondents assess their own behavior as safe and assert that they possess knowledge on how to protect themselves on the internet. Simultaneously, an equal proportion of 7th to 8th-grade pupils are unfamiliar with concepts describing various forms of sexual violence on the internet. Children also underestimate the risks associated with age-based registration limits on social media, open access to personal profiles, sharing personal information, or posting personal photos, tending to perceive danger primarily in events related to establishing contacts with strangers on the internet. Сonclusions. The research has demonstrated the limited knowledge of protective measures in risky internet situations and the lack of experience in utilizing a broader range of protective actions, aside from blocking dangerous users. Key sources of information regarding safe internet behavior include parents or family members and thematic lessons within educational institutions. Parents and law enforcement agencies (police and cyber police) serve as sources of assistance in case of hazardous online situations. However, less than 40 % of the respondents perceive educators or the school's social-psychological service as entities capable of providing assistance in internet-related dangerous situations. The research finding can be valuable in developing preventive programs focused on online safety for school-age children.
Olha Baidarova, Valentyna Shkuro
[Excerpt] We recently conducted a rapid evidence review on educational programs that focus on child sexual abuse (CSA) prevention (Trew et al., 2021). In that review, we learned that child-focused CSA prevention education could be enhanced by looking at how to improve the parent engagement or involvement. We know from a previous review (Hunt & Walsh, 2011), that parents’ views about CSA prevention education are important. But further evidence is needed to develop concrete strategies for strengthening parent engagement in appropriate and effective ways. As identified in the above-mentioned review (Trew et al., 2021), prominent researchers in the CSA prevention field have noted that if prevention efforts are to be successful, it is imperative to include parents (Hunter, 2011; Mendelson & Letourneau, 2015; J. Rudolph & M.J. Zimmer-Gembeck, 2018; Wurtele & Kenny, 2012). This research focuses on two complementary aspects of parent engagement in CSA prevention: (i) parent participation in parent-focused CSA prevention (ii) parent participation in school-based or child-focused CSA prevention.
Sebastian Trew, Daryl John Higgins, Douglas Russell et al.
In December 2024, Australia rewrote the rules of growing up. Children under sixteen may learn to drive, open a bank account, and even face criminal charges—yet the Australian Government considers them too young to scroll through Instagram or send a Snapchat. With the enactment of the Online Safety Amendment (Social Media Minimum Age) Act 2024, Australia became the first country to introduce an outright ban on social media access for those under sixteen. This bold legislative move has attracted global attention, with several countries reportedly considering similar measures. Through a critical analysis of Australia’s social media ban, this article provides global policymakers with key insights into its design and implications. While well intentioned, the law raises serious human rights concerns, particularly in relation to children’s freedoms of expression, association, and peaceful assembly, as well as their rights to education, development, culture, leisure, play, health, and privacy. This article argues that Australia’s social media ban sets a dangerous precedent for global digital governance. Recognizing that social media can both empower and endanger children, this article makes the case for a holistic, rights-based approach to online safety. It calls on policymakers to give primary consideration to children's rights and diverse needs, ensuring that they place their best interests at the center of all regulatory efforts. It further contends that the success of this approach depends on sustained, coordinated efforts from all stakeholders: governments, online service providers, families, communities, and children themselves. To this end, this article highlights five key strategies to improve children's online safety: (1) strengthening legislative protections for human rights in general and children's rights in particular; (2) introducing a statutory duty of care requiring online service providers to safeguard children's digital wellbeing; (3) ensuring the meaningful participation of children as rights holders in shaping relevant digital policies and practices; (4) embedding online safety education across formal and informal learning settings to build children's digital resilience; and (5) promoting family and community engagement in supporting children's rights and wellbeing in the digital environment. In conclusion, this article underscores that protecting children online must move away from blanket bans and instead adopt a holistic, rights-based framework—one that not only protects children from online harms but also upholds their rights and best interests in the digital world.
Chen, Ying
Explore the article titled Protecting the Digital Childhood: Safeguarding the Rights, Mental Well-being, and Online Safety of Children and Vulnerable Groups in a Technology-Driven World from IJIRT Volume 12, Issue 7. This study evaluates the effectiveness of teaching programs on waste management knowledge among women.
Dr. Jesmin Banu Khan, Chaitanya Yadav
This paper is intended to delve into the intricacies of the interaction between technology and children. The focus is on giving the reader a better and more nuanced understanding of how cybersecurity has a bigger role to play than mere protection of privacy and data. Children of younger age are the most vulnerable population on the internet filled with anonymous users whose identity is unknown. Children often face Instances of extortion, cyberbullying, and exposure to inappropriate content which may affect their mental or physical well-being, putting the future of society at threat. The first part of the paper contains an analysis of the impact of the internet and social media on children. This part is aimed at explaining to the reader how vulnerable populations, especially children, are the vulnerable victims of cybercrimes. The second part of the paper focuses on detailing various cybercrimes that impact children's safety and well-being online. The third part of the paper is aimed at providing a critical overview of the political and legal position in India regarding the Internet and child protection.The fourth part of the paper will try to assess the effectiveness and impact of bans on the use of social media for children.The final part of the paper is aimed at giving a potential solution to tackle this internet threat to protect our children and preserve their childhood for a better future for society.
Chandan Kumar Sinha
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S Rajalakshmi, Ms. J. BUVANA, G. Gurumoorthy et al.
The world needs to pay attention to children who often become victims of violence and cannot escape social problems. Various safety devices that are commonly known as smart wearable devices have been created, but they still have many shortcomings. Thus, in this research a safety device that can be held by children is designed and is equipped with a button that can be pressed, then it will automatically send the location and photo of the scene to the parent's cellphone via the telegram application. It uses the Raspberry Pi Zero W controller, the GNSS HMC5983 SAW LNA GPS Module to determine the location, and the 5MP Raspberry Pi Zero Camera Module to capture the incident. Based on the results, the average time needed to share locations is 0.91 seconds, and the average time needed to capture is 11.57 seconds, if the device and receiving cellphone use the same network. Additionally, the average time needed to share locations is 0.96 seconds, and the average time needed to capture is 12.09 seconds, if the device and receiving cellphone use a different network. Both conditions have 97.5% location accuracy rate and 100% photo accuracy rate.
Elsyea Adia Tunggadewi, Eva Inaiyah Agustin, Riky Tri Yunardi