Wherever your child browses online, they will come across a range of information. Sometimes, this information can be misleading or harmful, so they’ll need your support.
Find tips below to help them think carefully about this information.
Children with additional needs are more likely than other children to come across risky information. This can include violent content, adult content, online challenges, misinformation and scams.
Media literacy and critical thinking are key skills for children to have when navigating this content. However, some children with additional needs might find it a challenge to identify fact from fiction. They are also more likely to copy what they see online, which can harm them.
So, your child might need additional support with:
Knowing the steps to follow when faced with new information;
Understanding the signs that something might be risky;
Understanding the severity of harmful information;
Interacting appropriately with AI tools and AI-generated content;
Thinking carefully before copying what they see online.
Building critical thinking skills
Critical thinking means looking more deeply at information. It’s a skill that can help children avoid scams, spot harmful people and take action to keep themselves safe.
See what strategies you can teach your child to help them become critical thinkers. Explore the suggestions below.
Show your child a picture of an iceberg. Explain that information online is like an iceberg. What we see at first could be positive and good. But just like there is a lot more to an iceberg under the surface, there is a lot more to information when we think more deeply.
Together, assess information using the iceberg image. Ask your child what the information looks like on the surface. Then think about ‘why’ someone might create content. This is what goes below the surface.
Help your child build up the habit of comparing the information someone tells them or that they see online with 2 more sources.
This could be as simple as going to a search engine and trying to find similar information. It can also include going somewhere like FullFact.org to see if it’s there. The goal is to find 2 trustworthy sources that support (or don’t support) the information they heard or saw.
This works with all information, including AI-generated photos and videos. S means Stop (before sharing or believing). I means Investigate the source. F means Find better coverage (such as other people talking about the information or source). T means Trace any claims, photos and videos to the original context.
For example, some misinformation includes sharing old images as if they are new, which can influence people’s beliefs.
Some children with additional needs might find looking for signs of misinformation or harm tricky. So, focusing on concrete steps to take to fact-check information can build up habits that don’t require knowing what all types of scams look like, for example.
Assessing the level of harm
Online challenges, violent content and people spreading disinformation can make it easy for children to face harm. Children with additional needs might need support in recognising how the harm can impact them and others
Some children might struggle to think about how content can harm them. Or they might think that they are too smart to come to harm. So, using social stories to consider how it could harm others might be a good option for your child.
Some online challenges and violent videos will show people doing dangerous things while having fun. For this kind of content, ask your child to consider all the different things that could go wrong and why it hasn’t gone wrong for the content creator. For example, if they are a trained stuntperson or use specialised gear, that might keep them safer.
Together, come up with a list of clues that they should stop watching something and tell you. This could include people not wearing clothes, seeing blood, seeing guns, etc.
If your child tells you about one of these clues, you can then assess the content and put blocks in place if necessary.
On a regular basis, check in with your child on their knowledge of assessing harm. Reinforce that if they think something is harmful, they should stop what they’re doing and tell you. If your child is older, this might also include independently blocking or reporting. However, they should still tell you.
Creating a safe space
If your child is sensitive to rejection or worries about your response, they might not tell you when something goes wrong. So, as a part of building online safety skills like navigating risky information, also build a safe space for communication without anger or blame.
Choose some of the strategies below to try out with your child.
Even if your child seeks out pornography, clicks on something they shouldn’t or uses your credit card to buy something behind your back, stay calm. Tell them that no matter what they do, you will not get mad because you want them to be safe.
Consider writing this agreement down and displaying it somewhere they use their devices as a reminder.
Using this ‘I have a problem with’ printout, these ‘Get help’ cards or creating your own strategy, give your child alternatives to verbally telling you when something goes wrong. This can make it easier for them to reach out.
Whether you enjoy what they enjoy or not, getting involved in their favourite games or watching their favourite streamers with them shows that you’re interested.
Children who feel that their parent cares about their interests often feel more comfortable sharing when something goes wrong.
Whatever strategies you use, remember to be consistent. Check-in regularly, ask about their experiences and reinforce actions they can take to protect themselves.
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