Debunking four myths about children’s safety online

The lives of children and young people have long been entwined with the internet and social media. As technologies continue to rapidly evolve, this phenomenon is increasing and becoming more widespread. While this can largely be positive – allowing children to access a world of information, learning, socializing, entertainment and more – there are also risks. Children can become victims of a range of dangers, including exposure to potentially harmful content, or to bullying, harassment or even sexual abuse.

Unfortunately, over recent years, many myths have grown and flourished about the impact of digital technologies on children’s lives, misleading parents, caregivers, educators and policymakers. So, this year, as we mark Safer Internet Day let’s take a look at – and debunk – four of these myths.

Myth #1: Providing more children with greater internet access can only empower and benefit them and their communities.

While children will certainly benefit from spending time online, and while equality in access is a fundamental goal, it is not the case that greater access only comes with greater benefits. In fact, countries where internet access is higher often see their children more exposed to hate messages and violent images online.

Of course, the internet can stimulate social connection, participation and creativity for children but since their digital environments are still fairly unregulated, and rarely designed with their best interests in mind, they also facilitate the spread of risky content – such as hate messages and images of violence.

A comparison of data from children living in 36 countries showed that once around half the population in a given country has access to the internet, there is a steep rise in children’s exposure to hate messages and violent images online, making this an urgent issue for those countries with expanding internet access and usage.

Yet, interestingly, some countries where internet access is high have managed to maintain low exposure to hate messages and violent images online. Further investigation into the policies and practices of these countries, or the most popular platforms used in these countries, might reveal protective policy or legislative solutions that could be replicated elsewhere.

It is clear, however, that countries with growing connectivity would benefit from proactive efforts to mitigate future harm to children. An immediate step would be for governments to require industry to integrate child rights due diligence, including robust impact assessments, in the process of regulating online hate and violence. Further steps for governments to take are outlined in this UNICEF policy brief.

Myth #2: Playing video games is bad for children’s development and wellbeing.

Video games have been popular since the early 1980s, and so has a fierce debate around their potential to harm the children who play them. But, in fact, video games can contribute to and support the well-being of children – but they must be designed with the needs of children in mind.

Research produced as part of the Responsible Innovation in Technology for Children (RITEC) project, highlights how digital games can positively influence children’s sense of autonomy and competence, their ability to understand and regulate emotions, and to form and manage relationships.

That research found strong evidence that social engagement through digital play can act as an important source of social connection for children who might be struggling to engage with others.

But it is important to acknowledge that not all games have a positive impact on children. For games to support their well-being, game designers must take the needs of children into account and then design games that support those needs.

No one game can do everything at once for all children, because all children do not have the same needs. So, designers need to understand what positive play experiences can look like for different children, and what design choices or mechanisms are more likely to support them. Intentionally designing for children’s well-being is complex, but can be supported by the RITEC Design Toolbox launched in November of last year.

Myth #3: Online violence is entirely different from other forms of violence

Children’s experiences of violence in digital spaces are often connected to violence in other contexts. For example, for many children, online bullying is a continuation of the bullying they already experience at home, at school or in their neighbourhoods.

Some children are asked or coerced – at times by a single offender – to share self-generated sexual images online, in-person or in both spaces. Offenders also use social media or instant messaging to push children to meet them in-person, facilitating violence or sexual abuse.

Data from seven countries and 7000 children, collected as part of the Disrupting Harm research project, shows those children who had experienced in-person sexual violence were at much higher risk of also experiencing online child sexual exploitation and abuse.

While more data is needed to understand how online and in-person violence against children are related, understanding these links will matter as we design prevention programmes and response strategies. The overlap between online and in-person sexual violence suggests these harms can potentially be addressed together.

Myth #4: Stranger danger: Most online child sexual abuse is perpetrated by strangers

In fact, many forms of online child sexual abuse are often perpetrated by someone the child already knows – it could be a friend, an acquaintance, a family member or a romantic partner. Data from 12 countries and 12,000 children shows that friends or people children already know are often the most common perpetrator.

But, in some countries, strangers are the most common perpetrators, suggesting that prevention messaging and educational approaches, as well as responses, will be more effective if grounded in national data. In the absence of national data, prevention and response efforts need to consider all potential perpetrators.

We must equip caregivers, community leaders, educators and other professionals with up-to-date information and support on the prevention of child sexual abuse. This would help dispel common misconceptions about sexual abuse, including about the perpetrators of abuse, and create support systems that children can rely upon and trust to turn to.

Conclusion

Digital technology is a powerful force shaping children’s lives, with the potential to offer vast opportunities for learning, social interaction, and inclusion.

But, as children navigate this digital world, they also face significant risks to their well-being, autonomy, and safety.

By challenging misconceptions and addressing online risks through data-driven insights we can create safer digital environments and empower children to engage with the online world to their benefit.

Find out more about UNICEF Innocenti's work on children and digital technology here