Within the current education system,  the protection of children’s safeguarding and wellbeing, is addressed by a variety of sectors. With numerous policies and acts being implemented for the protection of children, such as Safeguarding children and young people (2014). By implementing policies such as these, it can allow structures to be put in place for children, to prevent any possibilities of harm (The Charity Commissioner, 2014).

When exploring safeguarding and wellbeing within schools, Baginsky (2008) argues that teachers need to ensure they are consistently attentive of children’s wellbeing while in their care. In doing this, teachers allow children to feel comfortable around them, freely expressing any issues or concerns they may be dealing with (ibid).  However, we cannot disregard within modern day society, the increasing high expectations of teachers protecting children’s safeguarding and wellbeing, being far more challenging. As a result of the continuous advancements in technology and broader communication, teachers are now having to deal with increasing risks for children and online safety (DfE, 2015).

Image curtesy of NSPCC link here

Alarming statistics have been provided by NSPCC (2016), raising these concerns to online safety for children. With one in every four children, having been a victim to upset or distress, caused by social media (ibid). According to Department of Education (DfE), there is three possible online risks, which can occur for children, these are; contact, content and conduct (DfE, 2015). Contact, imposes risk to children becoming victims to online harassment or threats, causing children to feel isolated and bullied (Kowalski et al, 2008). Content involves children becoming actively involved in the risk, such as exploring inappropriate online sources, influencing them to possible risks, such as online sources encouraging eating disorders (DfE, 2015). Lastly conduct, where children’s own actions become their own risk, such as illegal downloading of music and films (ibid).

This concerning increase of accessibility for children, demonstrates the challenges teachers are facing, to address children’s safeguarding and wellbeing. With children’s online access being available beyond the school environment, with wider access through their own personal devices (Berson and Berson, 2003). As teachers, it is fundamental we ensure schools are restricting and monitoring children’s access. Rather than assuming teachers can observe every child’s online access throughout their lessons. Schools need to become responsible in addressing online safety, by producing filters to ensure that risks cannot prevail to children within school (Berson and Berson, 2008). In addition to this, teachers and schools can go beyond controlling online risk at school, by collaborating alongside parents to control the access for children at home (NSPCC, 2016). In doing this, the responsibility for online safety can be addressed in a wider context, to reduce further possibilities of risk for children’s wellbeing and safeguarding.

Following on from this, it is fundamental that as teachers we empower children to take responsibility to their own online safety. This can be achieved over a wide range of curriculum subjects, such as PSHE and computing, encouraging children to be aware of online safety (UK Safer Internet Centre, 2016). Furthermore, if we are going to provide children with responsibility to online safety, it is important we bring to attention resources to support them from potential risks (ibid). Such as ‘Click CEOP’, allowing children to click on the logo and report if they feel at risk online, this will then be addressed to ensure safety for children (National Crime Agency, 2016). Therefore, by having actions such as these, it provides further steps towards addressing and promoting wellbeing and safeguarding.

Image curtesy of UK Safer Internet Centre Link here

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Reference List:

Baginsky, M. (2008). Safeguarding children and schools. London: Jessica Kingsley.

Berson, I. R, & Berson, M. J, & Desai, S, & Falls, D. & Fenaughty, J. (2008). “An analysis of electronic media to prepare children for safe and ethical practices in digital environments”. Contemporary Issues in Technology and Teacher Education, 8(3), p.p.223-243.

Berson, M. J, & Berson, I. R. (2003). “Lessons learned about schools and their responsibility to foster safety online”. Journal of School Violence, 2(1), p.p. 105-117.

Department of Education (2015) Keeping children safe in education, [online]. Available:<https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/550511/Keeping_children_safe_in_education.pdf> [Accessed 17th September 2016].

Kowalski, R. M. & Limber, S, & Agatston, P. W. (2008). Cyber bullying: Bullying in the digital age. Malden, Mass;Oxford: Blackwell.

National Crime Agency (2016) Report Abuse, [online]. Available:< https://ceop.police.uk/Safer-By-Design/safety-centre/> [Accessed 16^th September 2016].

NSPCC (2016) Online Abuse, [online]. Available:< https://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/online-abuse/facts-statistics/> [Accessed 17th September 2016].

NSPCC (2016) Online Safety, [online]. Available:< https://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/online-safety/undefined/preventing-abuse/keeping-children-safe/online-safety/> [Accessed 20th September 2016].

The Charity Commissioner (2014) Safeguarding children and young people, [online]. Available:<https://www.gov.uk/government/publications/safeguarding-children-and-young-people/safeguarding-children-and-young-people> [Accessed 20th September 2016].

UK Safer Internet Centre (2016) Curriculum Planning, [online]. Available:< http://www.saferinternet.org.uk/advice-and-resources/teachers-and-professionals/teaching-internet-safety/curriculum-planning> [Accessed 19th September 2016].