Communication and Interaction (C&I)

Advice for professionals working with SEND aged 14 to 18

This SEND Index of Harms resource is for children and young people (CYP) with Communication and Interaction need. It is broken down by the strands from the Education for a Connected World Framework.

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What you’ll find in this section

Self Image and Identity (SII)

Online relationships (ORel)

Online reputation (ORep)

Online bullying (OB)

Managing online information (MOI)

Health wellbeing and lifestyle (HWL)

Privacy and security (PS)

Self-image and identity

This strand explores the differences between online and offline identity beginning with self-awareness, shaping online identities and media influence in propagating stereotypes. It identifies effective routes for reporting and support and explores the impact of online technologies on self-image and behaviour. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Impact of technology on self-image and identity

Behaviours/Indicators

Unable to challenge and reject what is being said online and unable to read emotions and see if their own actions affect someone else
Want and need to be liked and not see that they are being manipulated and may be obsessive in requiring more from others
Language can be interpreted literally (ASC) therefore difficulties in using internet and social media for positive social promotion, e.g. career
Fixation on games or social networking sites can lead to compulsive internet use, leading to limiting in-person interactions
CYP may want to develop an online presence like their siblings and peers
CYP will be extremely vulnerable to financial abuse due to the ease of online payment methods
CYP may be goaded into actions and activities as a ‘laughing stock’ thereby possibly damaging their dignity and self-worth
CYP may be lured into extremist groups in order to develop a sense of belonging
CYP may lack the critical skills to identify propaganda and therefore may be easily manipulated by extremist groups
CYP may be ‘dared’ into harmful and unsafe actions in order to prove themselves
The lack of age-appropriate online material for people with learning disabilities may lead to CYP relying on immature content which hinders their development and maturation processes
CYP’s naivety and literality may lead them to believe everything they encounter online as it is presented as an authoritative source

Resources

Infiniteach – Internet support resources for parents and carers

Possible responses

Support from key adults especially to help identify dangers and consequences of visiting inappropriate websites
Learning about online behaviours and criminal online activity and content
Talking mats
Comic strip conversations
Parental/carer support around filtering and monitoring and implementing an internet safety plan at home
Mentor-buddy system with trusted, screened peers to act as responsible guides
Incorporate online safety into financial management lessons
Develop PSHE lessons focusing on self-worth and understanding how others perceive you
Activities focused on developing critical faculty of CYP

Online relationships

This strand explores how technology shapes communication styles and identifies strategies for positive relationships in online communities. It offers opportunities to discuss relationships, respecting, giving and denying consent and behaviours that may lead to harm and how positive online interaction can empower and amplify voice. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Relationships, consent and behaviours leading to harm

Behaviours/Indicators

Inability to interpret social cues correctly online. Difficulties taking part in online conversation
Struggle to understand inappropriate content, which is difficult to explain to them, but they may copy this, leading to potential legal consequences/harmful behaviours
Lack appropriate social conversational skills online and have a literal use and interpretation of language
Vulnerable to being coerced into harmful behaviour – not able to understand what they may be asked to do online is the wrong choice – will follow a lead and think that’s OK
Inability to see others people’s point of view – harmful obsessive behaviours – persistent requests and cannot read cues to stop
Lack of understanding of online terminology such as ‘sexting’, ‘trolling’, ‘consent’, ‘harassment’, ‘stalking’, etc
Lack of understanding of how sexual behaviours online may be harmful
CYP may be deceived into believing that they are in loving, romantic relationships and be vulnerable to sexual exploitation
CYP may suffer repeated rejection through attempts to find partners via online dating thus damaging their self-esteem and confidence
CYP may misinterpret peers being friendly online with peers being attracted to them
CYP may become obsessive about others online resulting in offending behaviour

Resources

Infiniteach – Internet support resources for parents and carers
ThinkUKnow – online safety home activities
SYGNO resource

Possible responses

CBT
Art therapy sessions
ELSA support on online relationships
Real-life stories
Talking mats
Teach anxiety coping mechanisms
Comic strip conversations
Focused work on what loving and romantic relationships are really like and what characteristics are typically found in loving relationships
Activities focused on developing a strong sense of selfhood and self-valuation
Focused work on the difference between friendship and romantic love
Unequivocal instruction on acceptable behaviour in online contexts

Online reputation

This strand explores the concept of reputation and how others may use online information to make judgements. It offers opportunities to develop strategies to manage personal digital content effectively and capitalise on technology’s capacity to create effective positive profiles. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Others may use your online reputation to make judgements about you

Behaviours/Indicators

Difficulty in understanding abstract concepts and applying prior learning may lead to potential risks of sharing inappropriate content online
Obsessive behaviours (ASC) can influence understanding of ethical and legal issues risking exposure to radicalisation
CYP may develop a reputation for naivety which leaves them vulnerable to mockery and manipulation
CYP may unwittingly insult and upset peers because they do not have a command of the specific language used online and in social media
CYP may not understand the far-reaching and permanent effect of online reputation and therefore damage employment prospects, relationships, membership of groups

Resources

Internet Matters – Advice to create a positive online reputation for kids
Lego Therapy resource on TES

Possible responses

Clear choice explanations – red/green routes
Guidance around getting naked or viewing inappropriate sexual content online
Life stories, news articles – cause/consequence
Guidance on seeking support – how to get help
Comic strip conversations
Activities highlighting what insults and manipulations exist on the internet
Activities highlighting the appropriate language to use on the internet
CYP can describe the far-reaching and permanent effect of their online activity

Online bullying

This strand explores bullying and other online aggression and how technology impacts those issues. It offers strategies for effective reporting and intervention and considers how bullying and other aggressive behaviour relates to legislation. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Bullying and aggression can harm others

Behaviours/Indicators

Difficulty with receptive and expressive language
CYP with ASD may not realise they are being bullied. They may lack skills to stand up for self or communicate what is going on. This may lead to depression and low self-esteem
Unable to identify manipulation and bullying behaviours
Unable to identify online bullying behaviours through individual and group contact
Unable to work cooperatively with others to challenge and prevent bullying recurring
CYP may be lured to locations in order to be attacked
CYP may not realise the damage they are causing to others because they regard their online activity as banter and teasing
CYP may be mocked and bullied as they become exposed attempting to adhere to social norms

Resources

WizCase – online safety guide for people with Autism
Autism parenting – internet safety rules

Possible responses

Teaching about anxiety management strategies
Learning around online safety and reporting of bullying
Use STAR toolkit
Social stories
Stories and news reports – discussion around cause and effect
Legal accountability – understanding and facts
Work on emotions
Emojis – understanding and relevant activities
Comic strip conversations
Activities focused on the dangers of meeting people in the real world who you only know online
Focus on appropriate language and friendliness
Buddy system to help CYP navigate through social complexity

Managing Online Information

This strand explores how online information is found, viewed and interpreted. It offers strategies for effective searching, critical evaluation of data, the recognition of risks and the management of online threats and challenges. It explores how online threats can pose risks to our physical safety as well as online safety. It also covers learning relevant to ethical publishing. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Online information can be found, viewed and interpreted

Behaviours/Indicators

Unable to understand, analyse and evaluate digital personality information and this may affect the type of information received
Literal understanding may create confusion around ‘persuasive design’
Unable to identify when content is being manipulated politically or socially. Poor social understanding creates vulnerability
CYP may be susceptible to online financial fraud
CYP may not adequately protect their online identity
CYP may be harmed by seeing themselves as ‘unliked’ compared to others without understanding these are artificially generated ‘likes’ and may not appreciate that bots are not real people
CYP may not understand the concept of fake news and be disempowered by this

Resources

Oxfordshire CC – Early Years SEN Toolkit
Infiniteach – Internet support resources for parents and carers
Autism parenting – internet safety rules

Possible responses

Teach a set of basic online safety rules to young person with ASC, ADHD, ADD
Autism and online safety toolkit for secondary CYP
Comic strip conversations
Use finance lessons to emphasise online risks
Encourage CYP to provide appropriate information in online arenas
Devise learning modules or units which enable CYP to demonstrate competence in this area
Focused activities showing how some online activity is computer generated
Intensive and frequent activities focusing on critical analysis of information sources

Health, wellbeing and lifestyle

This strand explores the impact that technology has on health, well-being and lifestyle e.g. mood, sleep, body health and relationships. It also includes understanding negative behaviours and issues amplified and sustained by online technologies and the strategies for dealing with them. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Technology can impact on mood, sleep, body health and relationships

Behaviours/Indicators

Unable to explain and understand the benefits and risks of using online sources to self-diagnose and self-medicate
Unable to understand the dangers from potential online harms – information processed literally rather than fact or opinion
Obsessive traits increase risk of exposure to online gambling and debts (potentially leading to anxiety/self-harm)
CYP may self-diagnose incorrectly and not address significant health issues appropriately
CYP may develop unhealthy expectations of themselves influenced by body images that are portrayed online
CYP may be tricked into joining lifestyle groups which are a front for abusers
CYP may become obsessive about some lifestyle options and engage in them unhealthily

Resources

Infiniteach – Internet support resources for parents and carers

Possible responses

Discussions around online safety and reporting of inappropriate behaviour/content
Use toolkit internet bullying activities
Role play
Stories and news reports – discussion around cause and effect
Work on emotions
Emojis – understanding and relevant activities
Understanding the law – guidance
Comic strip conversations
Focused activities on being ‘Proud of Me’ and information on how body image can impact on health and well-being
Vigilance and monitoring. In-school monitoring and filtering in line with any requirements
Develop buddy system to provide peer support in the degree of involvement with lifestyle options

Privacy and security

This strand explores how personal online information can be used, stored, processed and shared. It offers both behavioural and technical strategies to limit impact on privacy and protect data and systems against compromise. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Personal information can be stored, used and shared which can lead to harm

Behaviours/Indicators

Lack of understanding of social boundaries may lead to sharing of passwords and secure information reducing their online safety
Speech and language difficulties may impede ability to recover a device or account if it gets compromised/hacked
Comprehension of legal framework and hacking may be misinterpreted by obsessive behaviours
May be vulnerable to exploitation around data security breaches through obsessive drives/behaviours
High-functioning ability to crack codes leaves open to exploitation
CYP may be prone to sharing private information and therefore open to identity theft
CYP may not remember to turn off webcams thereby allowing access to private spaces at unguarded times
CYP may become highly skilled in the areas of coding and encryption and be induced to act illegally by others or compelled to act illegally because of the challenge

Resources

Infiniteach – Internet support resources for parents and carers

Possible responses

Teach a basic set of online safety rules to CYP with ASC, ADHD, ADD
Teaching about strategies to manage anxiety
Comic strip conversations
Frequent reminders of the need to maintain privacy
Develop a range of ‘good habits’ which include closing down cameras
Clear guidance on the dangers of illegal activity and what activity is deemed illegal
Focused activities on the impact of actions on others

Copyright and ownership

This strand explores the concept of ownership of online content. It explores strategies for protecting personal content and crediting the rights of others as well as addressing potential consequences of illegal access, download and distribution. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Potential consequences of illegal access, download and distribution of content

Behaviours/Indicators

Speech and language difficulties compared to age-related peers make it difficult for the CYP to understand copyright theft and online legal/illegal permissions
CYP may not be able to protect content they produce and be exploited for commercial gain
CYP may not recognise the distress and damage caused by copyright breach

Resources

Infiniteach – Internet support resources for parents and carers
Cafcass – resources for professionals

Possible responses

Teach a basic set of online safety rules to CYP with ASC, ADHD, ADD
Teaching about strategies to manage anxiety
Comic strip conversations
Activities focused on showing CYP how to claim and secure their own work
Activities focused on exploring the distress and damage caused by copyright breach

Useful resources

See our list of useful resources for further support.

Inclusive digital safety resources

See resource

Professional Online Safety Helpline

Visit site

Over 13 – Report Harmful Content Professional Online Safety Helpline

Visit site

Project Envolve

Visit site

Childnet Star resource

Visit site

SEND: Communication and Interaction (C&I)

See resource

Advice by Age

Use our list of practical tips to help children have a safer online experience and get the best out of the digital world as they grow.

Advice by age 4 to 7

Advice by age 7 to 11

Advice by age 11 to 14

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