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Abstract

The present study aimed to explore and understand the current education provided to children in UK secondary schools about online child grooming and exploitation, which has become notably important following the Covid-19 pandemic. The age at which children are accessing the online environment is getting progressively younger, and their risk of being groomed online increases in direct proportion to the time they spend online (Forni et al., 2020). The methodology used by the present study comprised semi-structured interviews with two secondary school teachers to discuss the current education provided to children, along with how this could be improved. These interviews subsequently facilitated thematic analysis, and 5 key themes emerged: children’s attitudes towards being groomed, education, responsibility, social media and the role of technology, and ideas for change. Key points raised by participants include the potential naivety of both children and parents when it comes to online safety, the responsibility of both parents and schools to deliver this education, and the role of social media in facilitating grooming and exploitation. Findings indicated a need for improved education for teachers, parents, and children about the risks of being online due to outdated education and limited knowledge about trending apps. Notably, the findings indicate the importance of individual teachers receiving appropriate education about technology and online safety so that they feel enabled to deliver this to their classes. Suggestions are given for future research, including a larger-scale qualitative study that would investigate the impact of an educational intervention on children’s knowledge and understanding of online safety.

Course: Criminal Justice - MSc - C2681F

Date Deposited: 2024-11-21

URI/permalink: https://library.port.ac.uk/dissert/dis14566.html