Better Internet for Kids

Here, we take an in-depth look at the latest monitoring information for Portugal.

BIK policies

Policy design asks whether evidence and research support BIK-related policies and whether systems are in place for monitoring and evaluating those policies.

Policy frameworks

Policy frameworks describe the overarching approach for a better internet, and establish the underlying goals, principles and guidelines that shape individual policies within this area.

In Portugal:

• This topic is being comprehensively addressed with children’s online protection, digital empowerment and digital participation incorporated into national/regional laws, regulations and policies.
• The topic is covered by broader policies (e.g., national digital strategy) rather than in separate dedicated policies and/or covers only one or two of the dimensions of protection, empowerment and participation.
• The BIK+ strategy is an important influence on policy development on children and the digital environment (i.e., it informs and guides national policies even if they do not directly refer to BIK+).

• National/regional policies and policy documents explicitly recognise children's rights in the digital environment.

   

Read the full Policy monitor country profile for detailed information on key national policy frameworks in Portugal.

Read the full 2025 edition of the Policy monitor report.

Policy design

Policy design asks whether evidence and research support BIK-related policies and whether systems are in place for monitoring and evaluating those policies.

• There is a regular (e.g., annual or bi-annual) nationally representative survey specifically focused on children’s digital activity which informs national policies on this topic.
• Some but not all aspects of children’s experiences of risks, harms and digital well-being are included in regular surveys.
• Information is regularly gathered to inform policies on children and the digital environment. However, this relies primarily on third-party sources, and there are limited opportunities to commission new data on children’s digital activity.
• Existing regular national research funding is available for research on children and the digital environment, but this is not explicitly specified.
• Policies are regularly monitored and evaluated but not always systematically.
   

Read the full Policy monitor country profile for detailed information on recent national research studies in Portugal.

Read the full 2025 edition of the Policy monitor report.

Policy governance

Policy governance examines how policies are coordinated at the governmental level, whether other implementation bodies are involved in their delivery, and whether structured mechanisms are available to guide their implementation.

• There is one central body (e.g., central ministry office, public agency, or regulatory authority) that is formally mandated to lead and develop policies, guidelines, and programmes relating to children and the digital environment, if necessary, in consultation with other departments.
• A clearly defined coordination function is in place, involving all relevant stakeholders and encompasses the cross-cutting policy issues relating to children and the digital environment.
• A clearly defined coordination function is in place, involving all relevant stakeholders and encompasses the cross-cutting policy issues relating to children and the digital environment.

• There is a defined national action plan for children and the digital environment with accountabilities such as defined timelines, assigned responsibilities or key performance indicators (KPIs).

   

Read the full Policy monitor country profile for detailed information on key policy governance mechanisms in Portugal.

Read the full 2025 edition of the Policy monitor report.

Stakeholder involvement

Stakeholder involvement enquires how different stakeholders can participate in policy development. Children’s involvement in policy-making is one such key issue. Additionally, international knowledge exchange about children's digital participation is also relevant to this topic.

• There is a designated multi-stakeholder forum in place which facilitates the involvement of all relevant stakeholder groups.
• Members of the public are consulted only when new policies are being developed.

• Children are listened to directly in the policy development process (e.g., through hearings, consultations, specific surveys) but are not formally involved in decision-making.

Read the full Policy monitor country profile for detailed information on crucial stakeholder involvement mechanisms in Portugal.

Read the full 2025 edition of the Policy monitor report.

BIK+ actions

Pillar 1 – Safe digital experiences

Safe digital experiences refer to actions taken to protect children from harmful and illegal online content, conduct, contact, and risks as young consumers and to improve their well-being online through a safe, age-appropriate digital environment created in a way that respects children’s best interests. 

Implementing EU laws

• In Portugal, no legislation to give further effect to the Digital Services Act (DSA)has been published to date, except for Decree-Law no 20-B/2024, February 16th, 2024, designating the competent authorities and the coordinator of digital services.
• ANACOM (National Communications Authority) was appointed as the competent authority and coordinator of digital services in Portugal.

Harmful online content

• While there may not be a specific definition of harmful content, various laws address different forms of harmful online behaviour. Specific legal provisions aim to safeguard individuals' right to privacy and family intimacy. Additionally, there are legal measures to establish effective guarantees against abusive or undignified use of information relating to individuals and families, reinforcing the protection of privacy rights in the digital realm.
• There is a process in place for children to report about the availability of potentially harmful online content. Children can directly approach various entities responsible for handling such complaints, including the police, schools (which are then obligated to report), NGOs, and specifically the Portuguese Association for Victim Support (APAV), which operates a hotline and has a specific protocol with the Judiciary Police for intervention in this area. Additionally, the programme Escola Segura is available for minors, their families, and schools to seek assistance.
• Administrative bodies, as per DL n.o 7/2004 (art. 13^o a , 19^o -A, e 19^o - B), are mandated to ensure the removal or disabling of access to online content deemed potentially harmful to children. This includes obligations for intermediaries to report illicit activities promptly to the Public Prosecutor, particularly concerning content such as child pornography or sexual exploitation.

Harmful online conduct

• Article 176^o of the Penal Code addresses the dissemination of intimate images involving minors, and Article 193^o prohibits the dissemination of private images without consent. This includes the production, distribution, or dissemination of pornographic materials involving minors. There are also penalties for using minors in pornographic performances or enticing them for such purposes, as well as for producing, distributing, or displaying pornographic materials involving minors.
• Regarding cyberbullying, in Portugal, no specific law prohibits it. However, various actions can be punishable, such as disseminating intimate images, publishing unauthorised information, private data, images, defamation, threats, coercion, etc.
• The Portuguese Charter on Human Rights in the Digital Age approved by law 27/2021, of 17 May, also addresses this topic and has a specific article on cyberbullying.
• The anti-bullying and cyberbullying combat plan, "School Without Bullying | School Without Violence" aims to equip educational communities with a series of tools to help prevent and combat bullying and cyberbullying, especially among young people.

Age verification

• Portugal has regulations prohibiting the sale of adult content to minors and restricting their access to establishments selling such content. For instance, Article 46º, DL n.º 10/2015, 16 of January, prohibits the display of pornographic content in public view and prohibits minors under 18 from entering sex shops. Additionally, Article 47º prohibits the sale of pornographic or obscene products to minors.

Mental health and well-being

• Recommendations for the Promotion of Digital Well-Being in Schools were published on January 29, 2025, along with informational sheets aimed at school group directors, teachers, students, and parents. These documents were distributed to all public and private schools to reinforce the importance of fostering a healthy digital environment.
• The programme Cuida-te is a Health and well-being programme for young people that is widespread throughout the territory, and has specific measures for mental health issues and well-being. As it addresses addictive behaviours, it can have a preventive action in matters like cyberbullying or mental health regarding online and digital environments. Although mental health and well-being are the core intervention areas, and nothing specifically is aimed at online addictions, addictive behaviours and addictions are included in the intervention area. Young people can present a problem or a complaint. They can be advised how to proceed or directly taken into account and delegated to the competent authorities or organisations in the matter.

Pillar 2 – digital empowerment

Digital empowerment incorporates actions so that all children, including those in vulnerable situations, acquire the necessary skills and competences to make sound choices and express themselves in the online environment safely and responsibly.

Supports for online safety education

• The Curriculum Guidelines for Information and Communication Technology (ICT) in the first cycle define ICT as a cross-cutting area, with one of its domains being digital citizenship.
• In the Essential Learning of the ICT subject, which covers students from the fifth to the ninth grades, the domain of security, responsibility, and respect in digital environments is included.
• School libraries also collaborate with teachers from different curricular areas to teach children about online safety. The document Learning with the School Library supports this work.
• Teacher training plays a crucial role in digital empowerment in schools, helping teachers stay updated on fast changes in education. Continuous training helps teachers stay updated with the latest trends, methodologies, and educational tools. This is important to ensure that they are up-to-date and prepared to integrate new practices in the classroom. All Portuguese teachers received training in digital skills based on their proficiency levels.
• The Ministry of Education, Science, and Innovation (MECI) published recommendations on smartphone use in schools, warning of risks like concentration issues, social isolation, and mental well-being impacts. The document emphasizes the need for internal regulations in schools to balance the educational benefits of technology with the risks of uncontrolled use, suggesting practices to ensure safe and supportive environments. It also highlights the importance of monitoring the effectiveness of the measures implemented.

Informal education

• The SeguraNet Awareness Centre promotes digital citizenship and media education in educational communities since 2004. Its action involves teacher training, awareness-raising sessions in schools, development of educational resources, promotion of campaigns, and awareness initiatives. Notable initiatives include Digital Leaders, which promotes the action of children and young people in raising awareness in educational communities; the "SeguraNet Challenges" competition; the European eSafety Label certification; awareness campaigns such as "Safer Internet Day in Schools" and "Cybersecurity Month in Schools", and the most recent campaign "Safe and Healthy Online Practices".
• The “Navegas em Segurança” project, coordinated by the Portuguese Institute Youth Institute, IPDJ, aims to contribute to the development of responsible and safe internet use by organising information sessions and awareness-raising activities aimed at children, young people, parents and citizens in general. The programme also aims to develop and promote peer-to-peer training and support.
• The Digital Academy for Parents (ADP) Programme is an initiative of E-Redes, in partnership with the DGE. It gives parents and guardians of children in Primary and Secondary Education the opportunity to attend training sessions promoting digital skills. The ADP initiative was launched in 2020 based on the conviction that digital citizenship is essential for social inclusion.

Digital literacy skills to empower young people 

• The National Strategy for Education for Citizenship encompasses a set of domains addressing themes of Digital Citizenship, including Human Rights (Hate Speech, including Cyberbullying), Media (Media Literacy and Education), Health (Online Dependency, all forms of violence, including bullying), Sexuality (online risky behaviours such as sexting, sextortion, and grooming), and Security, Defense, and Peace (Cybersecurity).
• IPDJ’s Program Escolhas is designed to target support to children and young people in vulnerable situations, where non-formal education is a key methodology. On the other hand, Program Navegas em Segurança, that uses peer-to-peer education and youth voluntary service to promote online safety and connected issues are examples of good practices. Both programs have widespread territorial impact and availability to young people, and make interventions both at local level, as well as in school.

Pillar 3 – active participation, respecting children’s rights

Active participation, respecting children’s rights, refers to actions which give children and young people a say in the digital environment, with more child-led activities to foster innovative and creative safe digital experiences.

Active participation

• IPDJ promotes several initiatives for children and young people to reinforce active participation and civic engagement in the digital environment. Some examples are the “Youth Participatory Budgeting Portugal” in which the presentation of proposals, technical analysis and the project voting process is done exclusively online. Other examples in this field are the “Youth Parliament” programme and “Euroschool” programme.
• The National Youth Plan (PNJ) has as one of its strategic objectives to promote active citizenship and youth participation in the decision-making processes. Furthermore, it is being designed a National Youth Participation Strategy aimed to promote participation and active involvement of children and young people, namely in decision-making processes.
• Young people were consulted to define the Profile of the Student upon Completion of Compulsory Education - the document that serves as the basis for the Portuguese Education System. The youth are consulted monthly by the DGE regarding their action plan. The young Digital Leaders are regularly consulted to voice their opinions on educational resources and awareness campaigns, also participating in the training of teachers and other educational agents, in national and European meetings.
• The Digital Leaders Programme aims to encourage peers and other educational community members to adopt a critical, reflective, and responsible attitude in using technologies and digital environments. This initiative has had nine editions, with over 2,800 students and 110 School Groups and Non-Grouped Schools participating in the last edition. The participation of Digital Leaders in national and European events and conferences is noteworthy. These young people have the opportunity to contribute to the risks and solutions related to child protection in digital environments, always to make the internet a better place.

Supporting children's rights

• 70JÁ! is a campaign promoted by the XXII Constitutional Government and the IPDJ. The name refers to article 70 of the Constitution, which deals with the rights of young people in different areas of life, such as: culture, education, access to the first job, housing, sport and leisure.
• The SeguraNet Awareness Centre for Schools plays an active role in implementing measures within schools, aligning with the European BIK+ strategy. This integration is reflected in the regular publication of news and articles about BIK+, its consistent reference in teacher training programs, and its inclusion in various national awareness initiatives, reinforcing the commitment to creating a safer and more responsible digital environment for children and young people.
• There is a government system in place to publish child-friendly versions of policy documents or policy initiatives relevant to BIK+ topics. The Safer Internet Centre has developed various actions in this regard. Also, National Commission for the Promotion of the Rights and Protection of Children and Young People (CNPDPCJ) translates information/documentation related to these topics in a child-friendly language.

Digital inclusion

• IPDJ’s Program Escolhas is, as mentioned before, a widespread territorial program with a background of success in addressing the needs of vulnerable young people and children, and therefore, it is the main program for the purpose of addressing, among others, those issues related to fighting exclusion in digital environments.
• Creation of a national network of ICT Resource Centres for Special Education stems from a policy of inclusion of students with long-term Special Educational Needs in regular education. The network consists of 25 Resource Centres located in School Clusters. The purpose of the ICT Resource Centres for Special Education is to assess these students for the purpose of adapting support technologies to their specific needs, and to provide information/training to teachers, professionals, educational assistants, and families regarding the issues associated with different domains of disability or impairment.

BIK+ index 2025: Portugal

The BIK+ index has been developed to provide an aggregated at-a-glance overview of the levels of implementation across the two dimensions, BIK policies and BIK+ actions, in Portugal compared to the EU27+2 average. Values are shown in per cent.

Please note, the data used in this page and the corresponding country profile was collected in February 2025.