Better Internet for Kids

Managing digital identity  

Some young people can easily satisfy those needs through platforms such as TikTok or Instagram. Others are upset by the lack of ‘likes’ or positive comments. They lose their self-esteem and may fall into a pattern of self-doubt or other complexities. So how can you help young people to keep their cool when online? Teach them the difference between the authentic and the fleeting, the real and the virtual, and get them to reflect on their digital footprint, identity, and reputation. The following tips can help. 

Digital footprint 

Your digital footprint consists of all the traces you leave behind online that everyone can see: a post on a forum, a comment under a photo, a click on a banner, a tweet, a signature on a petition, a wishlist in a webshop, a recommendation… the list goes on. 

Tip: Help young people to build a coherent digital identity from an early age; one that suits them and showcases their talents. It is important for young people to know that they have an influence on what people discover about them online, and that they need to take care of their online identity. 

Digital identity 

Your digital identity is your personal representation. It is the image that characterises you online. Your digital identity is what you want to show your audience about you online. 

Tip: Encourage young people to look themselves up regularly on search engines such as Google. 

Digital reputation or e-reputation 

Your digital reputation – or e-reputation – is similar to that offline: that is, how others see you. It represents the image others get of you when they search for information about you online. Digital reputation is the way people see someone based on what the internet shows about them. This may be good or bad, and this may or may not match the image that someone wants to portray of themselves. 

How do you talk about e-safety? 

Hunt for clichés and break down stereotypes 

Some might consider young people to be internet experts: yes, they are fast and overconfident, and can juggle apps with lightning speed. But that does not necessarily make them critical, happy, or responsible internet users. Here, there is a role for professionals to show young people the way to develop effective social values and social skills.  

You don’t have to be a geek to be credible, and by no means do you need to be an authority on social media to help a young person. Often, when young people have a problem online, it does not stem from the internet but rather from a social interaction. As an adult, it is perfectly legitimate to discuss those issues with them. However, we still need to leverage their knowledge to use them as experts; they can help you learn about popular platforms and apps.  

Dialogue 

There are three key words to keep in mind when starting a conversation with a minor: interest, confidence, and neutrality. These are key to initiating an educational and honest conversation about the internet. Remember, you are entering the young person's realm – an intimate, sensitive, secret zone. Therefore you need to have an open mindset, without judging their social media use. An open attitude is a good starting point for a conversation. 

Safety 

Before you can teach young people about media or online risks, you must create a climate of trust in the group. Young people need to feel that you have a genuine interest in their digital universe. Show that you are receptive and ask questions without judgment. They need to feel that they can trust you. 

Practical 

Show interest and involvement to explore positive aspects of social media with the entire group. Encourage them to explore new possibilities and use the internet in creative ways. For example, some young people might have a website, a blog, or create photo montages. Others excel at creating digital music or videos which they post on YouTube. Talk about those interests and actvities; it is a gold mine of information and knowledge! 

Tips 

• Organise a workshop to talk about sexting or online reputation. 
• Start a thematic blog or newsletter with the class to talk about fake news. 
• Create a YouTube channel about incidents in the classroom to raise awareness for privacy among young people. 
• Develop an online pedagogical tool (such as a quiz). 
• Analyse results from search engines. 

“An online incident occurred in my class.. How can I deal with it?” 

Here are some guidelines to follow to deal with a problematic situation that occurred on social media. You can also recommend these tips to parents. 

Towards the victim 

• Pay attention to the signals your students send: notice unusual behaviours or inward-looking attitudes, the creation of new alliances, a group always mocking the same child, or a child that suddenly has bad grades, for example. 
• Take victims seriously when they come to you, and reassure them. Insults and threats must not be taken personally. It is not their fault. Free them from the guilt. 
• Don’t promise to quickly solve the problem; online incidents are often very complicated. 
• Tell the victim not to react to harmful messages. It can worsen the situation. 
• Show the victim how to block the profiles or accounts that caused the problem. Also show them how to report litigious and/or embarrassing content (messages, pictures, videos) on social media. 
• Victims can also change their username or create a new email address. In the future, they could use two addresses for example: one for their best friends (who promise not to share it), the other for (larger circles of) acquaintances and for websites and social media. 
• If bullying persists and becomes hateful, contact the local or federal police. Remember however, you must be able to present clear ‘evidence’. 
• Teach the children to save evidence and/or to screenshot discussions and unwanted content, and to note the date and time. Pretending to be someone else or sending pictures of someone else without their consent, for example, is prohibited by law and is therefore punishable. 
• Inform the victim's parents if you think they are unaware of the situation, as they can also help the victim. 

Towards the bully and witnesses 

• Make it clear that you do not accept this behaviour; there is a zero-tolerance approach. 
• Talk to the child and ask them why they are doing it. Bullying is often considered to be teasing or a joke. The child may not realise that they are hurting the victim or engaging in punishable acts. 
• Do not punish directly. Show bullies their responsibility. Make them understand the consequences of their actions. Ask them: “How would you react if it happened to you?” or “Would you dare say those things if that person was physically in front of you?”. 
• Insist that the bully stops immediately and makes amends. 
• Talk to witnesses and tell them that they also have a responsibility for the online incident. They should disapprove the actions of bullies; they must help and support the victim. They also have a responsibility to stop the distribution of hateful contents. Involve them in remedial actions. 
• Inform the parents of the bully if you think they are unaware of the situation. 
• Do not demonise social media. Despite some slip-ups, the internet is still a great tool that enriches the environment for children and teenagers. 

Find out more about the work of the Belgian Safer Internet Centre, including its awareness raising, helpline, hotline and youth participation services – or find similar information for Safer Internet Centres throughout Europe.