Growing Up Online: Why Digital Safety Starts Early
For many children today, being online is part of everyday life. They use the internet to learn, play, chat with friends, watch videos and explore their interests. It opens up a lot of opportunities, but it also brings situations that they don’t always know how to deal with.
According to the European Commission, children are increasingly exposed to online risks such as cyberbullying, misinformation, privacy breaches and harmful content as they spend more time online. Helping them navigate these situations safely has become an essential part of education.
Many of these risks are not immediately obvious and evolve quickly, making it difficult for both children and adults to keep up. A child may believe something they see on social media without questioning it, share personal information without thinking twice and realising the consequences, or not really know how to react when they receive hurtful messages or are excluded from online groups. Building digital skills means more than learning how to use technology, it also means learning how to think critically, make informed choices and interact respectfully with others.
For children aged 8-13, this is often the first period of greater online independence. As they start exploring digital spaces more actively, joining platforms on their own, and communicating more freely, they also need the knowledge and confidence to recognise risks, ask for help when needed and make responsible choices online.
Schools have an important role to play. Creating opportunities to talk openly about online experiences, discussing real-life situations and encouraging children to reflect on their digital behaviour can make online safety part of everyday learning rather than a one-off lesson. Schools can also support families, who may not always be familiar with the platforms, trends and online behaviours that children encounter every day, by helping them better understand children’s digital experiences and encouraging conversations at home. When children feel that online topics can be discussed openly and without judgement, they are more likely to share their concerns and ask for help when they face difficult situations.
This is the approach behind the PowerUP project. Instead of only explaining what children should or shouldn’t do online, the project invites them to take a more active role and become creators. By designing their own educational video games about topics such as cyberbullying, misinformation, privacy and hate speech, children explore these issues from a different perspective. They create stories, characters and choices that encourage reflection not only for themselves, but also for other children who will play their games.
Learning about online safety can be engaging, creative and collaborative. When children actively participate in creating educational content, they are not just receiving information, but they are helping shape a safer digital environment for everyone.
Online safety doesn’t have to be something abstract or distant. It can be something children explore, question, and even create together. That is why one of the main results of PowerUP will be the development of educational video games made by children, for children, addressing real online experiences and challenges. By sharing their own ideas and perspectives, children will contribute to creating resources that speak their language and help other young people better understand how to navigate the digital world safely and responsibly.
References
European Commission. “European strategy for a better internet for kids – BIK+”, https://digital-strategy.ec.europa.eu/en/policies/strategy-better-internet-kids
European Commission. “Protecting children online. Growing up in a digital world”, https://commission.europa.eu/topics/digital-economy-and-society/protecting-children-online_en
European Union. “What are the risks my child might face online?”, https://better-internet-for-kids.europa.eu/en/learning-corner/parents-and-caregivers/what-are-risks-my-child-might-face-online