However, many existing resources, which lack a solid evidence-base, tend to take a universal rather than personalised approach to risk. Since Summer 2021, England’s nine million school pupils have been learning about being safer online via Personal, Social, Health and Economic (PSHE) education. “There is a clear call to action for us all to be better engaged with young people as they learn to navigate the mercurial online world, whilst not dispensing with our growing demands that technology companies create safer online spaces, more supportive of wellbeing and development.” ![]() Mistakes will happen and children need support to learn from those.”Ĭonsultant child & adolescent psychiatrist Dr Richard Graham, who co-chaired the UKCIS Digital Resilience Working Group, said: “This important, hopeful research takes further the early thinking on digital resilience and gives a clear direction away from simplistic e-safety strategies, and highlights how individuals, families, and communities can flourish in the digital age. ![]() “There is also the idea here that just as with the offline world, we need to understand that learning by doing, which involves risky play, is a lifelong process. To raise digitally resilient citizens, we need to think beyond solely the child or their immediate family and think about how community and society work with these groups. ![]() “By showing how digital resilience operates within and across different levels, we can provide more child-centred support to help children to thrive online. “The need to support children in learning how to recognise, manage, and recover from online risks is an increasingly important process for all,” said Dr Hammond, a lecturer in the School of Education and Lifelong Learning at UEA. The study’s lead author Dr Simon P Hammond said this places emphasis on the child, “marginalising how home, community and societies support children to learn how to navigate and grow from risky online experiences.” The Bill is not expected to place a clear requirement on platforms to co-operate on cross-platform risks and respond to cross-platform harms when discharging their safety duties, compromising the collective endeavour being called for in the study.Ĭurrent United Kingdom Council for Internet Safety (UKCIS) guidance highlights digital resilience at an individual level. The findings, published today in the journal Education and Information Technologies, come as the latest draft of the Online Safety Bill makes its way through the UK Parliament. The study focused on digital resilience among pre-teens - those aged 8 to 12 years old, who are transitioning into early adolescence and seeking more independence at home, school, within society and, increasingly, through online experiences. As a result, say the researchers, collective responsibility must be at the heart of work in this area. Importantly, digital resilience across these levels and areas are not mutually exclusive but reinforce and operate on each other. It finds that digital resilience operates across these different levels, which are critical to help children learn how to recognise, manage, recover and, depending on the support available, grow following experiences of online risks. This new study argues that activating digital resilience needs to be undertaken as a “collective endeavour,” involving the child, their parents/carers within home environments, youth workers, teachers, and schools at a community level, along with governments, policymakers, and internet corporations at a societal level. ![]() Until now, research has not examined how digital resilience can be built and shown by children beyond focusing on the individual child. Digital resilience is the capability to learn how to recognise, manage and recover from online risks - such as bullying and inappropriate content - and has the potential to buffer how these experiences may impact young people’s wellbeing.
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