Online Safety for Learners
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This document outlines various online safeguarding issues faced by learners such as cyberbullying, child sexual exploitation, and radicalization. It discusses statutory guidance around ensuring appropriate online filters and monitoring systems are in place to protect learners from accessing harmful or inappropriate online content. The goal is to empower learners to safely navigate the online world and mitigate online threats to their safety.
Online Safety for Learners
- 1. Safeguarding: online threats and safety
- 2. Scope • Many of the key safeguarding challenges faced by learners either occur online or are amplified in a variety of online situations •Some safeguarding challenges may be mitigated online •Online threats to safety will arise within and without the learning setting •Statutory safeguarding guidance and OfSTED inspection framework highlight online safety
- 3. Specified safeguarding issues • child sexual exploitation (CSE) • bullying /cyberbullying • domestic violence • drugs • fabricated or induced illness • faith abuse • female genital mutilation • forced marriage • challenging family circumstances • honour based violence • homelessness • initiation/hazing type violence and rituals • serious crime • breast ironing • gangs and youth violence • child criminal exploitation: county lines • gender-based violence • mental health • private fostering • radicalisation • sexting • teenage relationship abuse: peer on peer • modern slavery and trafficking • upskirting
- 4. Safeguarding goal • To empower learners to navigate their way through the virtual and online worlds in ways that are informed, beneficial, confident and safe • As many of our learners are now studying at home and online, this assumes even greater importance than usual
- 5. Statutory guidance • As schools and colleges increasingly work online, it is essential that learners are safeguarded from potentially harmful and inappropriate online material. As such, governing bodies and proprietors should ensure appropriate filters and appropriate monitoring systems are in place. Additional information to support governing bodies and proprietors keep their children safe online is provided in Annex C (KCSIE 2019)
- 6. Statutory guidance: annex C • Content: being exposed to illegal, inappropriate or harmful material: for example fake news, racist, radical and extremist views • Contact: being subjected to harmful online interaction with other users: for example commercial advertising as well as adults posing as children or young adults: and • Conduct: personal online behaviour that increases the likelihood of, or causes, harm: for example making, sending and receiving explicit images, or online bullying
- 7. Statutory guidance: IT system filters • Providers’ IT systems should use appropriate filters and monitoring systems in order to identify access to inappropriate sites and content • The use/choice of filters should be informed partly by Prevent Duty risk assessment • Prevent Guidance: providers are required to ensure learners are safe from terrorist and extremist material when accessing the internet in school/college by establishing appropriate levels of filtering • KCSIE: providers must ensure learners should not be able to access harmful or inappropriate material from their IT system. However, providers will need to be careful that “over-blocking” does not lead to unreasonable restrictions as to what learners can be taught with regards to online teaching and safeguarding
- 8. Inappropriate content - filters CONTENT EXPLANATION Discrimination Promotes unjust or prejudicial treatment of people with protected characteristics of the Equality Act 2010 Drugs/substance misuse Displays or promotes the illegal use of drugs or substances Extremism Promotes terrorism and terrorist ideologies, violence or intolerance Malware/hacking Promotes the compromising of systems including anonymous browsing and other filter bypass tools as well as sites hosting malicious content Pornography Displays sexual acts or explicit images Self-harm Promotes or displays deliberate self harm including suicide and eating disorders Violence Displays or promotes use of physical force intended to hurt or kill
- 9. Filter system features Age-appropriate, differentiated filtering Ability to vary filtering by age and role Circumvention – identify /manage techniques that circumvent your system VPN, proxy services etc Control User able to control filter and to permit or deny access to specific content Group/site management Deployment consistently across multiple sites with central oversight Identification Capacity to identify users / terminals Multiple language support Capacity to manage relevant languages Reporting Capacity to report inappropriate content being accessed so it can be blocked Reports Provides clear historical information on the websites visited by your users
- 10. Statutory guidance: IT system filters • Use of IT system filters and the information it provides should be covered and cross- referred to in your organisation’s Privacy/GDPR policy • What would you do if your filtering system identified that a network user had typed into the browser one after the other: House of Commons How to make a nuclear explosive ?
- 11. Statutory guidance: IT system filters • Guidance on filtering can be accessed on: UK Safer Internet Centre: appropriate filtering and monitoring And from the National Education Network
- 12. Deciphering language used online RUMORF LMIRL WTGP ASL PIR POS PAL KPC ROFL 420 8 BMS MERK GOT FOOD YOLO SKET Any more? Any more? Any more?
- 13. Deciphering language used online RUMORF Are you male or female? LMIRL Lets meet in real life WTGP Want to go private? ASL Age sex location PIR Parent in room POS Parent over shoulder PAL Parents are listening KPC Keep parents clueless ROFL Rolling on floor laughing 420 Marijuana 8 Oral sex BMS Baby making sex MERK Murder or kill GOT Going out of town FOOD Drugs YOLO You only live once SKET Slut Any more? Any more? Any more?
- 14. Meeting people online Getting home from work WonderWoman logged on. She checked her buddy list and saw that GoTo123 was online. She sent him a message and he replied: 1. WonderWoman: I’m glad you are there. I think someone was following me home. Really weird!! 2. GoTo123: LOL. Why would anyone follow you? Don’t you live in a safe area? 3. WonderWoman: I do. Safe & boring! I must be imagining things. I couldn’t see anyone when I looked 4. GoTo123: Unless you gave your name out online – you haven’t done that have you? 5. WonderWoman: No!!! I am not daft!! 6. GoTo123: Did you have football today? 7. WonderWoman: Yes. We won! Of course! We will win the league – no question 8. GoTo123: Great. Who did you play? 9. WonderWoman: We played the usual local lot. Their outfits are so gross! They look like bees 10. GoTo123: What’s your team called again? 11. WonderWoman: The Valley Cats. That’s why we have the kittens on our shirts. It’s the under 17s. 12. GoTo123 Did you score? 13. WonderWoman: Thankfully NO!! I am in goal. Disaster if I did – I’m number 7 14. GoTo123: Goalkeepers are always underestimated. 7 is my lucky number 15. WonderWoman: I have to go – got to cook dinner for my mum when she gets home. Bye! 16. GoTo123: Speak later. Take care. LMIRL. Bye
- 15. Meeting people online Ashleigh Hall was 16 and a learner at her local FE college. She was popular and had over 400 friends on Facebook. One autumn she added a handsome bare-chested 17 year old boy to her list of friends. He called himself Peter Cartwright. Ashleigh was one of 173 people, mostly young women, to accept him as an online friend. She added him to other networking sites and began to chat with him regularly. One month later “Cartwright” enticed Ashleigh to meet him in person. She packed an overnight bag and told her mother she was staying overnight with a girlfriend. “Cartwright” texted Ashleigh to say that he was playing football and that his dad would pick her up at the station and bring her to the house. This was followed by another text from the “father” from another phone. Within hours Ashleigh had been raped and killed. Her body was dumped in a field. Peter Cartwright and his father never existed. The fake Facebook profile was created by convicted sex offender Peter Chapman. He was subsequently arrested and sentenced to 35 years in jail
- 16. Meeting people online Ashleigh’s college friends created a set of rules to help keep young people safe as they met people online: They are called Ashleigh’s Rules. • If you meet someone in real life who you have only met previously online, take some friends with you • When you meet them in real life meet in a public, well lit place • Tell a friend the name of the person you are meeting, where you are going and when you will be back. They should alert someone if you do not return on time • Arrange to call a friend during your real life meeting to confirm you are ok. Your friend should alert someone if you do not call • Never accept anyone on social networking sites you don’t know • Never trust anyone you have only met online • Never tell a stranger online anything personal about yourself, like your date of birth or where you live
- 17. Sexting – the law • The sharing online of intimate photographs – with or without consent • Protection of Children Act 1978, Chapter 37 as amended by sect 45 of the Sexual Offences Act 2003 creates the following offences: • a) to take, permit to be taken, or to make any indecent photograph, or pseudo- photograph of a child: • b) to distribute or show such indecent photographs or pseudo-photographs • c) to have in his possession such indecent photographs or pseudo-photographs with a view to their being distributed or shown by himself or others • Applies to all under 18s • It's not a crime to send intimate images or videos of yourself privately to another person if both are consenting adults. It's a crime to show intimate images or videos, send them to another person, upload them to a website, or threaten to do this, without consent. • Circumstances and motive are irrelevant to the question of indecency • An image on the internet has no natural lifespan • A prosecution for any of these offences can place the offender on the sex offenders’ register for a period commensurate with their sentence – times may be reduced for under 18s
- 18. Sexting • First time offenders may not always face prosecution, although authorities will wish to ensure that any young people involved are safe • CEOP urges a balance be struck between a criminal justice approach and an educational and safeguarding approach • Children and young people obviously have a natural and healthy propensity to experiment with and explore their developing sexuality. This can include taking and sharing explicit photographs • The reasons why children and young people post sexual images of themselves will vary • Children and young people creating indecent images of themselves may be an indicator of other underlying vulnerabilities and risks • Some self-taken indecent images will be as a result of grooming and facilitation by adult offenders • Chief Police Officers do not support the prosecution or criminalisation of children for taking indecent images of themselves and sharing them • They support a safeguarding approach being at the heart of any intervention – the welfare of the child should be paramount
- 19. Sexting – curriculum intervention • Learners need to understand the legal position • They also need to understand the risks of sexting – personal and professional • Given that very many young people are and are likely to continue sexting, the safeguarding curriculum challenge is to deliver curriculum content that enables learners to make informed choices about whether, what and with whom to share - empowerment rather than prohibition • CEOP resources • Practical strategies • Encouragement to report problems arising from sexting to Designated Safeguarding Officers
- 20. Prevent - radicalisation • Much radicalisation occurs and/or has a significant element of online content and contact • Filtering of provider systems should pick up key words and the accessing of the websites and email addresses of proscribed/banned organisations • Examples of online material of concern include: • Articles, images, speeches or videos that promote terrorism or encourage violence • Content encouraging people to commit acts of terrorism • Websites made by terrorist or extremist organisations • Videos of terrorist attacks • These can be reported to: https://www.gov.uk/report-terrorism • The Government publishes a list of proscribed organisations. These can be found on: https://www.gov.uk/government/publications/proscribed-terror- groups-ororganisations--2
- 21. Radicalisation – grooming – critical thinking • Grooming describes the process by which radicalisers and sexual abusers draw unsuspecting individuals into a relationship of trust from which their actions can be manipulated • The groomer has a medium to long-term plan for the individual being groomed • The individual being groomed is unaware of the grooming plan, experiencing it only in consecutive “baby steps” • If the individual being groomed knew of the groomer’s plan it would cease to have any power • The safeguarding curriculum challenge is to deliver curriculum content that enables learners to recognise the features of grooming and to report them to DSOs • In the case of radicalising grooming the challenge is to support learners to critique content they may come across – the development of critical thinking
- 22. Radicalisation – grooming – critical thinking 1 Manipulating 2 Respecting 3 Pressuring 4 Threatening 5 Isolating 6 Pretending to have “special knowledge” 7 Being a true friend 8 Forcing a decision to be made now 9 Encouraging the target to ask questions 10 Seeming to have all the answers 11 Being kind 12 Having a sense of humour 13 Making the target feel guilty 14 Being willing to change their mind 15 Being completely upfront 16 Not being completely upfront 17 Providing evidence for their arguments 18 Not providing evidence for their arguments ???? ???
- 23. Radicalisation – critical questioning Develop questions that can always be asked of online contact/ content: • What is the evidence for this? • What happens to me if things go wrong? • Why don’t you respect me? • Why can’t I say “no” and still be friends with you? • What are the arguments against this? • What is the organisation you belong to called? • Why shouldn’t I tell my family and friends about this? • What would you do if I told the police about this? • Any others? Learners can choose their five favourite questions, drawing from their own and those of others- and keep them as the set of questions they will always ask
- 24. Radicalisation – critical thinking – what is evidence? • Going back to the grid of radicalising behaviours – take a scenario and for each of the points identify examples / evidence for their presence or non – presence • Explore what the work “evidence” means: • Someone’s made up story? • A joke? • A poem? • Provable information that supports an argument • Information that comes from more than one source • Facts that give you a reason for something
- 25. • Look at the circulated case study: • What could have you done prior to the events happening to help avoid them and keep yourself safe? • What could you have done once the events had occurred or as they were occurring? • What should your organisation have done proactively to help prevent situations such as these occurring? • What should your organisation do once the situations have occurred? Safeguarding staff