An Inclusive Approach to Inclusive eSafety for Every Student: Recognising Red Flags
Written by GEC Founder Nic Ponsford and Circle expert, Dr Holly Powell-Jones, Founder of Online Media Law
In today’s digital world, students face various online risks—from manipulation to grooming and identity-based targeting. Recognizing red flag behaviours and tailoring eSafety education to each student’s unique identity and experiences can create a safer online environment for all. Below is a guide for teachers on common warning signs of online exploitation, along with demographic insights to address eSafety with sensitivity and inclusivity.
Fine Young Criminals?
Lots of criminal activity on social media does involve children & young people. Just some examples from 2024 about risks to children online from the news media include:
Teens more at risk online than interrailing (Aug 2024) – The Guardian
Nine year olds added to malicious WhatsApp groups (April 2024) – BBC
Cyberbullying – One in six teenagers report harassment online (March 2024) BBC
These can provide useful starting points for discussion in classrooms or during assembly presentations/tutorial time.
Recognising Common Red Flags in Online Interactions
An essential focus is assessing your students’ awareness: can they recognize online ‘red flags,’ and do they understand how these risks uniquely impact underserved young people? Here are some ‘red flags’ to help you educate staff, students and homes, and also the EDI considerations you need to be aware of too.
Hard-to-Verify Profiles
Description: Online criminals often use AI-generated images or fake profiles that mimic others, making it hard to verify their identity.
Tip for Teachers: Explain to students that trustworthy profiles usually have consistent information across platforms and encourage them to check with an adult if they’re unsure.
2. Private and Encrypted Conversations
Description: Criminals favour encrypted messaging and disappearing apps to keep interactions hidden.
Tip for Teachers: Emphasise that secretive platforms often increase risks and that students should avoid sharing personal information on apps with limited traceability.
3. Intense Intimacy Early On
Description: “Love bombing” involves exaggerated compliments, gifts, or attention to quickly establish trust.
Tip for Teachers: Encourage students to recognize that trust takes time to build and advise them to question overly intense, early attention.
4. Testing Boundaries
Description: Requests for time, support, or constant contact test a student’s compliance and tolerance for manipulation.
Tip for Teachers: Reinforce that students have the right to set boundaries online and that respectful friends will honour those limits.
5. Secretive Conversations
Description: Perpetrators often isolate targets by discouraging them from sharing interactions with others.
Tip for Teachers: Encourage students to share their online interactions with a trusted adult, especially if they’re asked to keep conversations private.
6. Sexual Content
Description: Groomers may steer conversations toward sexual topics quickly to desensitise their targets.
Tip for Teachers: Educate students on the importance of reporting any discomforting or inappropriate comments and remind them adults who initiate sexual conversations - or ask for sexual material from children are breaking the law.
7. Coercion, Manipulation, or Guilt
Description: Manipulators may invoke personal struggles to make students feel obligated to help, even if it compromises their comfort.
Tip for Teachers: Remind students they’re not responsible for anyone’s well-being and should prioritise their own boundaries.
8. Threats or Blackmail
Description: Any form of threats, harassment, or blackmail—particularly involving intimate images—is illegal.
Tip for Teachers: Reassure students that such behaviour is unacceptable and encourage them to report any form of coercion immediately.
Demographic Takeaways: Tailoring eSafety for Inclusivity
Addressing online safety is most effective when teachers recognize the unique challenges faced by diverse student groups. Below are demographic insights for making eSafety guidance more relevant and meaningful for each student.
Gender
•Boys are more likely to be victims of 'sextortion' - financial exploitation via sexual coercion. Girls are more likely to be victims of sexual exploitation. However, children of any gender can be victims of both (Source: IWF). Reassure students of both genders that they should never feel pressured to engage in activities that make them uncomfortable.
Neurodiversity
• Students with neurodivergent conditions may struggle with inference, especially as they get older. This can make it harder for them to detect sarcasm or manipulation. (Source: Macmillan et al, 2020). Reinforce key safety guidelines through visuals, repetition, and step-by-step instructions, helping them to better understand and recognize unsafe behaviours.
Race and Ethnicity
• Online spaces can foster harmful racial stereotypes or direct hate. Encourage students to report any racist behaviour and remind them that they’re entitled to a supportive online environment free from discrimination.
Religion
• Some students may encounter targeted bullying based on their faith. Help students recognize when someone’s discussion of religious beliefs crosses into coercion and reassure them that they should disengage from any conversation that makes them feel uncomfortable.
Disability
• Students with disabilities may experience social isolation, making them more susceptible to online grooming (Source: Álvarez-Guerrero et al, 2024). Educate them on eSafety basics and help them understand that asking for assistance with online interactions is encouraged.
LGBTQ+
• LGBTQ+ students are more likely to experience unwanted or risky online interactions compared with their peers (Source: Thorn) . Reinforce the importance of privacy settings and remind students that they have the right to block or report anyone who engages in inappropriate conversations.
Socio-Economic Status
• Some students may feel compelled to participate in “gifting” exchanges or lack access to safety tools. Poverty can be a contributing risk factor for child exploitation (Source: Barnardos). Encourage reporting of any monetary exchanges or gifts from people online, and offer guidance on free or low-cost safety tools.
Creating a Culture of Safety and Inclusivity
An inclusive approach to eSafety not only educates but also empowers students. By understanding the distinct challenges faced by students from different backgrounds, teachers can foster a supportive, open environment for discussing online safety. Often online groomers are prolific offenders, targeting multiple children at once online. But it only takes one person to report them for police to take action. Through inclusive and tailored eSafety practices, we can help students recognize red flags and feel empowered to take control of their online interactions.
Recommended Resources
It is vital that students (and parents/guardians) know the safeguarding leads at the school.
Remember: Always call 999 in an emergency, and 101 for police in a non-emergency.
It's estimated that roughly 4 in 10 crimes are not reported to the police.
(Source: Neighbourhood Watch 2023). This includes digital and cyber-enabled crime.
Why might people not report online criminal activity?
Some common reasons are:
People worry about judgement from others – you may be fearful that friends, family and others may have a more negative opinion of you – or even blame you for what happened.
People may know the person who committed the crime e.g. Someone from your peer group / close to you. You could not want to get them into trouble, or be fearful of retaliation from them, especially if they’re in a more socially powerful position than you.
People may be embarrassed about being a victim of crime, e.g., feel ashamed, not want to talk about it – or find it painful, distressing or upsetting to discuss. They’d rather forget it.
People often don’t think they will get help if they report – for example, they may fear that no one will believe them. Perhaps they worry about a lack of evidence, or not getting justice - or even that “nothing” will happen (re: consequences), so they don’t think there’s any point.
People may not know that something is a crime, particularly if it occurs online or in a digital environment. Research has shown that some teenagers may not report online abuse because they don’t see it as a problem or think that it’s illegal (Source: LSE). Some adults may also be unclear on what’s a crime online, or tell children to ‘ignore’ it rather than report.
These feelings are all valid and very common.
Encouraging pupils to openly discuss concerns about reporting and provide reassurance can help them feel empowered to come forward.
FOR STUDENTS –
Recommend Childline – freephone anytime – also online advice + support – live chat with trained advisors etc. No matter what it is. Specially trained to help with issues like cyberbullying + online abuse, grooming, sexual images, blackmail, threats, literally everything and anything.
0800 1111 - childline.org.uk/
FOR STAFF / ADULTS –
UK Safer Internet Centre has a dedicated ‘advice for professionals' hotline:
0344 800 2382 : https://saferinternet.org.uk/
Free support & advice for older teens & students =
The Mix (under 25s) = themix.org.uk/
Other useful sources of support / tools:
BBC ‘Own It’ - Staying Safe:
Sound advice for keeping your time online safe, secure and happy. (Aimed at students)
https://www.bbc.com/ownit/curations/staying-safe
BBC ‘Teach’ – Online Safety Education: Resources for school staff at primary and secondary levels about online safety:
https://www.bbc.co.uk/teach/articles/z8w8bqt
Report harmful online content & get professional advice and advice for reporting content directly to social media apps:
Safer Internet UK: saferinternet.org.uk
or Report Harmful Content: reportharmfulcontent.com
Tools & websites
Report/remove tool for removing images of under 18s from the internet:
Revenge porn helpline = Image based sexual abuse support [only for those aged 18+] = revengepornhelpline.org.uk/
IWF Internet Watch Foundation [report online child abuse images] = iwf.org.uk/
Google Reverse Image tool will show you where a photo has been shared online. Journalists use it to verify online images. Sometimes useful if you’re trying to investigate where an image has come from, if it has a history, associated with any websites etc.
Legal advice re: social media = The Internet Law Centre: internetlawcentre.co.uk/
OnlineMediaLaw.co.uk – Dr Holly Powell-Jones (founder Online Media Law UK)
Visit her website for media, training, consultancy, research, or advice on this topic.
Follow @OnlineMediaLaw (for news + case studies): twitter.com/onlinemedialaw
Award-winning education & advice for schools via GEC: @GECCollect
Also see Dr. Holly Powell-Jones - OnlineMediaLawUK@gmail.com OnlineMediaLaw.co.uk -
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