Are Schools Equipped to Address Online Safety in the Curriculum and Beyond?

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30 April 2012
Andy Phippen, David Wright, Tanya Ovenden-Hope
Pan European
en, es, bg, da, el, et, cs, de, fi, lt, lv, sl, it, sv, sk, pl, nl, pt-pt, ro, hu, fr
Internet Safety, Competence, eSkills, literacy, media, identity, critical thinking, critical pedagogy, risk groups
Schools, Learning & Society
Are Schools Equipped to Address Online Safety in the Curriculum and Beyond?

This paper explores the data provided by over 1000 schools in the UK related to their online safety policy and practice. By comparing with data from the previous year, we consider the current state of practice among UK schools and analyse progress over a 12-month period.

What is clear from this analysis is that the aspects that either use technological intervention (i.e. filtering) and policy development are generally performing better than those that require long-term resource investment (such as training) or whole school involvement (such as parental education or community understanding). Monitoring and reporting also perform badly. It is interesting to note that even with an almost double the number of participating establishments, the strongest and weakest performing aspects remain almost constant across 2010 and 2011, with only slight improvement.

 

The analytical tool used to gather this data is now being used in pilot projects in the US and Australia. Once it is in full use in these regions, detailed analysis of international performance will be available, for the first time. This presents some exciting opportunities to understand at an international level, how schools engage with online safety and ensure protection of their pupils, staff and wider community.

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