Website editorial · Practical discussion guide · Not a transcript, research study or extract from a published book.
Create a route to ask for help
Children should know which trusted adult they can approach when something online is upsetting, confusing or uncomfortable. Begin with calm listening and clear expectations about respectful behaviour. A child who expects immediate blame may be less willing to report a problem. Schools need a designated safeguarding route for concerns that require specialist attention.
Practise decisions with fictional examples
Discuss a fictional request to share a photograph, reveal a school location or click an unfamiliar message. Ask pupils what information is being requested, who could see it and how they would check with a trusted adult. Do not ask students to display their private accounts or share personal experiences in front of the class.
Agree on school and home expectations
Families and teachers can discuss age-appropriate access, privacy settings and how devices fit around learning and rest. Use the current guidance and rules of the school and service concerned. A classroom agreement should explain what to do when a message or image causes concern, including how to report it without circulating it further.
Connect advocacy with practical action
Supplied January 2026 clippings record Raza Ur Rehman’s calls for attention to children’s social-media use. Those reports support a documented topic of advocacy, not a claim of clinical expertise. Schools can turn the discussion into a review of reporting routes, staff preparation and accessible information for parents.