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The idea that schools play a significant part in the effective wider safeguarding of children is not a new one, and has become increasingly formalised since the 1980’s (Daniel, 2000). Despite this, in 2000 the NSPCC reported that schools still felt they needed more support concerning safeguarding from the government, particularly due to the multi-agency nature of reporting concerns (Baginsky, 2000). The government responded and the current Department for Education guidelines (DfE, 2015) stipulate the importance of sharing information and emphasises empowering staff to reporting their concerns. They have addressed this by highlighting and insisting on regular up-to-date safeguarding and child protection training for all staff members working within schools (DfE, 2015). Yet this concern is an ever-evolving one so keeping on top of current issues and ensuring there is frequent enough training available for staff is a key issue. This begs the question how regular is regular?
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One area where this is notably prevalent is online safety. Turvey et al (2016) discuss how the speed of development of online technologies, whilst bringing new learning opportunities, also bring new and rapidly changing risks. The NSPCC produced a report this year which supports this ideology (Bentley et al, 2016) and a local newspaper went as far as to print the headline “Internet can be a playground for Paedophiles” (Argus, 2016) in recent months. As obtuse as this headline may seem, the article goes on to state that Childline reported they had seen a 24% increase in children reporting concerns over online sexual abuse since last year. The graphs below show similar trends concerning online safety identified by the aforementioned NSPCC report. (See image 1 and 2). It is unclear whether there has been an increase in incidents or whether more are reported but I would argue that either way, these findings show that schools need to be equipped to deal with this evolving trend.
Image 1
Image 2
A report commissioned by CEOP by the PSHE Association (2016) noted how the classroom setting has often been utilised to promote preventative action against risks to child protection such as, alcohol, drugs etc. Turvey et al (2016) also comment on the role and opportunity teachers have to facilitate awareness of online safety issues within their classrooms. Despite a lack of research into effective strategies specific to online safety, the aforementioned report argued that the techniques identified within other risk areas could be applied to online safety. The following are some of the strategies identified:
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- A whole-school approach
- Combination of action-based and information-based teaching techniques
- A developmental programme which engages pupils from a young age
- A positive approach, avoiding ‘scare tactics’ or confrontational strategies
- Community, parent and pupil engagement
I chose to share these areas as I believe these elements work together to show how we as teachers can best empower children in beginning to take responsibility for their own safety online, a pedagogical stance reflected by Turvey et al (2016).
In a recent E-Safety day I attended at school the trainer repeatedly put the onus on the children, telling them that “they are their greatest protector”. He also introduced the CEOP reporting system of “Zip It, Block It, Flag It, Report It”. It was interesting to observe pupil’s engagement and discussions.
Technology is developing all the time, and the websites/apps/social media that children are using and the risks these may impose are developing alongside it. If we can get pupils engaged and involved in the subject of online safety they will be better equipped to deal with situations as they arise. Within school, really listening to the children, as advised by Turvey et al (2016), and developing teaching around online safety based on their needs is paramount. Furthermore, safeguarding training needs to be updated with each technological evolution and the regularity of training needs to reflect this in order to continue to provide effective preventative action.
References:
Argus (2016) Internet can be a playground for Paedophiles 19th sep online: http://www.theargus.co.uk/news/national/14750751.Internet_can_be_playground_for_paedophiles__warns_NSPCC_as_abuse_figures_rise/ (accessed 13/11/16)
Baginsky, M. (2000) Child Protection and Education, London: NSPCC
Bentley, H., O’Hagan, O., Raff, A. and Bhatti, I. (2016) How safe are our children? [online] Available at: https://www.nspcc.org.uk/globalassets/documents/research-reports/how-safe-children-2016-report.pdf (Accessed 13/11/16)
Daniel, B. (2000) Foreword in Baginsky, M. (ed.) Safeguarding Children and Schools, London: Kingsley
DfE, (2015) Keeping children safe in education, HMSO: London [online] Available at: https://www.gov.uk/government/publications/keeping-children-safe-in-education–2 (Accessed 13/11/16)
InternetMatters (2016) Online Issues [online] Avaialble at: https://www.internetmatters.org/issues/ (accessed 13/11/16)
PSHE Association (2016) Key Principles of Effective Prevention Education April 2016 [online] Available at: https://www.thinkuknow.co.uk/Documents/PSHE%20Association%20report%20to%20CEOP%20April%202016.pdf (Accessed 13/11/16)
Turvey, K., Potter, J., Burton, J., Allen, J. and Sharp, J. (2016) Primary Computing and Digital Technologies (7th Ed) London: Sage
Images:
Image 1:
Bentley, H., O’Hagan, O., Raff, A. and Bhatti, I. (2016) How safe are our children? Downloadable for free Online https://www.nspcc.org.uk/globalassets/documents/research-reports/how-safe-children-2016-report.pdf pg41 (Accessed 13/11/16)
Image 2:
Bentley, H., O’Hagan, O., Raff, A. and Bhatti, I. (2016) How safe are our children? Downloadable for free Online https://www.nspcc.org.uk/globalassets/documents/research-reports/how-safe-children-2016-report.pdf pg41 (Accessed 13/11/16)