REGISTRO DOI: 10.69849/revistaft/cs10202001150532
Flavio Ambrosio Da Silva
Abstract
The internet plays a crucial role in the daily lives of children and adolescents, offering vast opportunities for learning and socialization while simultaneously posing significant risks to their digital safety and well-being. To navigate this complex environment safely, a proactive approach emphasizing education, communication, and appropriate technologies is essential. Digital literacy is vital, informing youth about online dangers like cyberbullying and inappropriate content, while raising awareness about privacy and data security is crucial. Open dialogues between parents, educators, and young people can help identify issues early on and foster a supportive atmosphere. Adopting safety tools, such as parental control software, should complement broader strategies that prioritize dialogue and education. Furthermore, promoting digital well-being is equally important; encouraging youth to balance screen time with physical activities and real-world interactions contributes to their emotional and social development. Research by Medina and Todd (2017) reveals a shift in the online environment, necessitating a focus on the holistic intellectual and social well-being of young users. Additional studies indicate that marginalized youth face higher online risks and require targeted interventions to improve their digital literacy and safety strategies. Finally, the complexities of peer support in managing self-harm through social media highlight the need for a nuanced understanding of the digital landscape. Addressing these challenges requires collaboration among stakeholders to ensure young people are equipped with the necessary skills and support to thrive in a rapidly evolving digital world.
Keywords: Digital Safety; Youth Well-Being; Online Risks; Digital Literacy; Parental Involvement.
Currently, the internet plays a fundamental role in the daily lives of children and adolescents. While it offers numerous opportunities for learning and socialization, it also brings risks that can impact the safety and digital well-being of young people. To ensure that these individuals navigate the internet safely and healthily, it is essential to adopt a proactive approach that involves education, communication, and the use of appropriate technologies.
Figure 1: Digital health and wellness.
Source: Ryan Group ORG (2020).
Digital education stands out as one of the best practices for promoting online safety. Young people need to be informed about the dangers of the internet, including cyberbullying, oversharing of personal information, and exposure to inappropriate content. Awareness of privacy and data security is crucial; it is vital that young people understand the importance of protecting their personal information and know how to adjust privacy settings on social media and apps.
Moreover, promoting an open dialogue between parents, educators, and young people is fundamental. Creating an environment where young people feel comfortable discussing their online experiences can help identify problems before they become serious. While parents can implement screen time limits and monitor internet use, it is also important to encourage autonomy and responsibility among young people in their digital interactions.
The adoption of safety tools, such as parental control software and monitoring apps, can be effective in protecting young people from harmful content. However, these tools should be integrated into a broader strategy that includes dialogue and education, avoiding the perception that they are standalone solutions.
It is equally important to promote digital well-being, just as it is to ensure online safety. Young people should be encouraged to balance their screen time with physical activities, hobbies, and real-world social interactions. Encouraging healthy practices, such as taking regular breaks and engaging with friends outside the digital environment, contributes to balanced emotional and social development.
Research conducted by Medina and Todd (2017) highlights a significant shift in the web environment, which has evolved from a static repository of information to a dynamic and interconnected network involving both users and content creators. This evolution has altered the educational focus, which must now cater to the overall intellectual and social well-being of young people navigating this digital landscape. The study investigates the critical issue of digital safety, especially in light of growing international concerns about children’s online presence. By collecting data directly from students about their perceptions of online safety, the research seeks to understand what it means to be safe in the digital world and what strategies they use to protect themselves. Preliminary findings provide valuable insights into the contemporary challenges faced by young people in their pursuit of safety in an increasingly complex online world.
Another study, conducted by Cranmer (2013), explores the experiences and management of electronic security and risks among excluded youth, a group often overlooked in educational and technological research. This omission is concerning, particularly because excluded young people may face higher online risks compared to their middle-class peers, who tend to be less exposed to these dangers. Data were collected through in-depth qualitative interviews with 13 young people, aged 12 to 15, who are temporarily or permanently excluded and currently attend a Reference Unit for Students in Southeast England. The narratives obtained reveal that their strategies for managing online safety are not only underdeveloped but also insufficient. This underscores the urgent need for targeted interventions to enhance these young people’s online safety strategies as part of broader efforts to improve digital literacy.
The research by Davidson and Martellozzo (2013) examines how young people engage with digital media, particularly in using social networks for networking and communication, within the perspective of internet safety. This work highlights cultural and gender differences in the use of these platforms. The authors based their study on recent research conducted in the UK in 2009 and in Bahrain in 2010, which marked the first extensive investigations into internet use by young people in the Middle East. Both studies adopted a similar methodological framework, using stratified random samples of young people aged 12 to 18 and conducting focus groups with children as young as seven. Approximately 4,500 young people participated, along with teachers, stakeholders, and adults. The results indicate that, despite variations in social and cultural contexts, the way young people use digital media remains relatively consistent; however, cultural gender perspectives impose restrictions on their online activities.
The study by Rikkers et al. (2016) addresses concerns related to the possible connection between excessive internet use outside of academic settings and increased psychological distress among young people. Using data from the Young Minds Matter survey, which is the second Australian Survey on Child and Adolescent Mental Health and Well-being, the research investigates the prevalence of online activity and its associations with various mental disorders, sociodemographic factors, and risk behaviors. With a nationally representative sample, the study involved interviews with 6,310 parents and guardians of children aged 4 to 17, as well as self-administered questionnaires completed by 2,967 adolescents aged 11 to 17. The results reveal high levels of internet use (98.9%) and video gaming (85.3%), with 3.9% of participants exhibiting problematic behaviors defined as showing at least four of the five evaluated behaviors. Notably, the study found that girls reported significantly higher levels of psychological distress and problematic behaviors compared to boys. Additionally, young people facing emotional challenges of living in dysfunctional family environments were more likely to engage in higher-risk online activities. Although the research identified associations between problematic behaviors, mental disorders, and risk behaviors, it acknowledged the need for further investigation to clarify whether these factors are precedents or consequences of increased online engagement.
In the investigation conducted by Lupton (2018), the use of digital technologies—such as websites, social networks, and mobile applications—as tools for young Australians aged 16 to 25 to learn about and enhance their health, fitness, and overall well-being was examined. Through qualitative interviews, the research explored participants’ practices and understandings of digital and non-digital sources of health information and support. By analyzing the interviews through a new feminist and materialist perspective, the study highlighted the affordances, relational dynamics, and affective forces present in the interactions between human and non-human entities. The findings revealed that digital health technologies empowered participants, increasing their knowledge about their bodies and health, leading to a greater sense of control over their well-being. While the convenience and diversity of information offered by digital platforms were highly valued, participants also emphasized the critical role of personal relationships—both online and offline—with family, friends, and health professionals in obtaining support and information. Additionally, participants expressed a strong interest in the potential of personalized health technologies but exhibited limited awareness or concern regarding the exploitation of their personal health data by external agencies. This research provides valuable insights into the complex and multifaceted experiences of young people navigating the digital health landscape, recognizing the embodied and relational aspects of their interactions with technology.
Finally, the study by Lavis and Winter (2020) investigates the complex relationship between social media and young people’s mental health, with a specific focus on online self-harm content. The research arises from growing concerns that this type of content may encourage self-harming behaviors, possibly through contagion mechanisms. To address this issue, the authors conducted an online ethnographic observation of interactions related to self-harm on platforms such as Twitter, Reddit, and Instagram, analyzing a significant data set that includes 10,169 original posts and 36,934 comments collected between 2018 and 2019. Additionally, ten in-depth semi-structured interviews were conducted to gain deeper insights into young people’s engagement with self-harm content. The findings reveal that peer support plays a crucial role in these online interactions; many young people accessing self-harm content are already involved in self-harming behaviors and seek understanding and help in a context of social stigma and gaps in offline support services. The study highlights the complexities of peer support in managing self-harm through social media, recognizing both its potential benefits and dangers. Furthermore, the authors advocate for a cautious approach to dealing with online self-harm content, emphasizing the need to understand the various mechanisms of harm and benefit rather than viewing the problem solely through the lens of contagion. The research calls for a reevaluation of prevailing attitudes towards online discussions of self-harm and proposes more nuanced strategies for managing this type of content in order to effectively support young people’s mental health.
In conclusion, the intersection of digital technology and the lives of young people is a complex landscape that necessitates a multifaceted approach to ensure their safety and well-being. As the internet continues to evolve, it offers both unprecedented opportunities and significant risks for children and adolescents. The research highlights the importance of digital literacy, open communication, and proactive parental involvement as critical components in fostering a safe online environment.
Furthermore, promoting healthy digital habits and encouraging balanced lifestyles are essential in mitigating the potential negative effects of excessive screen time and online engagement. The insights gleaned from various studies underline the urgency of tailored interventions to address the unique challenges faced by marginalized youth and to enhance their digital security strategies.
As we navigate this dynamic digital era, it is imperative to prioritize the voices of young people in discussions about their online experiences and to adopt a collaborative approach that involves parents, educators, and mental health professionals. By equipping young individuals with the knowledge, skills, and support they need, we can empower them to navigate the digital world safely and responsibly, ultimately contributing to their overall health and well-being.
References
Cranmer, S. (2013). Listening to excluded young people’s experiences of e-safety and risk. Learning, Media and Technology, 38, 72 – 85. https://doi.org/10.1080/17439884.2012.658405.
Davidson, J., & Martellozzo, E. (2013). Exploring young people’s use of social networking sites and digital media in the internet safety context. Information, Communication & Society, 16, 1456 – 1476. https://doi.org/10.1080/1369118X.2012.701655.
Lavis, A., & Winter, R. (2020). #Online harms or benefits? An ethnographic analysis of the positives and negatives of peer-support around self-harm on social media.. Journal of child psychology and psychiatry, and allied disciplines. https://doi.org/10.1111/jcpp.13245.
Lupton, D. (2018). ‘Better understanding about what’s going on’: young Australians’ use of digital technologies for health and fitness. Sport, Education and Society, 25, 1 – 13. https://doi.org/10.1080/13573322.2018.1555661.
Medina, V., & Todd, R. (2017). Building A Wall Of Digital Safety: A Passport For Learning Without Borders. . https://doi.org/10.29173/IASL7164.
Rikkers, W., Lawrence, D., Hafekost, J., & Zubrick, S. (2016). Internet use and electronic gaming by children and adolescents with emotional and behavioral problems in Australia – results from the second Child and Adolescent Survey of Mental Health and Wellbeing. BMC Public Health, 16. https://doi.org/10.1186/s12889-016-3058-1.