They may post personal information online, for example in their social media profiles that should not be out in public. This might be anything from images of awkward personal moments to their home addresses. If your children are posting in public view, you can also see it—and there's no harm in reminding them that if Mom and Dad can see it, so can everyone else.
Don't snoop, but talk to your kids about public boundaries. Phishing is what cybersecurity professionals call the use of emails that try to trick people into clicking on malicious links or attachments. Phishing emails and smishing texts can pop up at any time, but the cybercriminals who devise them keep watch on sites that are popular with children, and gather information such as email addresses and friends' names to use in their scams. Teach your children to avoid clicking on emails or texts from strangers and to be wary of messages that claim to be from their friends but have no genuine personal message attached.
Children are probably not going to fall for Nigerian princes offering them a million dollars, but they might fall for scams that offer things they may prize , such as free access to online games. Young people are easy marks for scams because they have not yet learned to be wary.
As with phishing , cybercriminals can use sites popular with children to identify potential victims, and then promise them something in turn for what they want—like parents' credit card information. For young or old, the best protection against scams is knowing that if an offer sounds too good to be true, it probably isn't true. Teach your children to be leery of online offers that promise too much.
Malware is computer software that is installed without the knowledge of permission of the victim and performs harmful actions on the computer. This includes stealing personal information from your computer or hijacking it for use in a "botnet," which causes sluggish performance.
Cybercriminals often trick people into downloading malware. Phishing is one such trick, but there are others—such as convincing victims to download purported games—that can be especially beguiling to children. As with scams, educating your children is the best protection, but antivirus software and related security protections can help safeguard your child's computer against any malware that sneaks into it. In addition, many Internet security products also include specific parental controls that can help you set a secure framework for your children's online activities.
How Big is the Gulf? I wish you well as you explore ways to better understand and respond to the behaviour of contemporary young people in schools, so that all children can get the very best education possible. It is astounding that it took 23 years before Australia appointed a National Commissioner to advocate for the advancement of the rights of children and young people set out in the treaty Australia signed up to all those years ago. Screen music and the question of originality - Miguel Mera — London, Islington. Subscribe for updates Register to receive email news alerts, daily digest, weekly roundup or Topic newsletters. All residential visits need approval from the LA and governing body.
Primary teachers saw an increase in 'talking out of turn' in the classroom. Secondary teachers and support staff saw a rise in the 'use of mobile phones and texting' in the classroom and an increase in pupils using mobile phones abusively.
Support staff had significantly more negative perceptions and experiences than headteachers and teachers. Detailed case studies were carried out in some schools and in these - in both primary and secondary sectors - there were reported concerns about the perceived increase in the incidence of children and young people with severe mental health issues, Attention Deficit Hyperactivity Disorder ADHD and autistic spectrum disorders and the challenges that these raise in terms of behaviour.
Looking at how schools are promoting positive behaviour, the research found that: Schools are using a wide range of approaches to encourage positive behaviour, e.
Positive and supportive approaches are increasingly being used far more than punitive methods. Staff said that 'promotion of positive behaviour through whole school ethos and values' is the most helpful approach to improving behaviour. The staged intervention model is a key component in local authority behaviour and relationships policies see diagram below. Staged Intervention Model meeting needs at the earliest opportunity with the least intrusive level of intervention What next?
There are specific experiences and outcomes in Health and Wellbeing which are the responsibility of all practitioners, who have a role in: establishing open, positive, supporting relationships across the community, where children and young people will feel that they're listened to, and where they feel secure in their ability to discuss sensitive aspects of their lives; promoting a climate in which children and young people feel safe and secure; modelling behaviour which promotes health and wellbeing and encouraging it in others; using learning and teaching methodologies which promote effective learning; being sensitive and responsive to the wellbeing of each child and young person.
Additional Support for Learning The Education Additional Support for Learning Scotland Act provides the legal framework for the provision of support to pupils in schools. The vital role of parents and carers SAGBIS recognises that parents and carers are key partners in their children's learning. Wellbeing wheel Further support and resources Education Scotland's Rights, Support and Wellbeing Team will: Support local authorities to review, develop, plan and implement policy frameworks on positive relationships and behaviour, linked to related key policies and frameworks through strategic, integrated planning mechanisms.
Support local authorities to deliver training programmes covering positive relationships, social and emotional wellbeing and positive behaviour for teachers and support staff and children's rights. Provide joint service and multi-agency training, capacity building and follow up support in local authorities, schools, children's services, early years and other learning establishments.
Develop and maintain links and networks across local authorities and key stakeholders to share practice through professional learning communities. The Scottish Advisory Group on Behaviour in Schools SAGBIS is a group of representatives from various organisations that gives advice to national and local government about behaviour and relationships in Scotland's schools.
Information and advice on all aspects of bullying for practitioners, parents and pupils. Includes details of respectme's free training programme, advice on policy development and campaigning work - www. Review, develop, plan and implement policy frameworks to support a focus on positive relationships and behaviour.
Develop and deliver a full range of training to support a focus on positive relationships and behaviour.
Continue towards fully embedding current positive approaches to relationships and behaviour across Scotland e. Develop a shared understanding of wellbeing and everybody's responsibility to promote and support it. Ensure children's rights are considered within all aspects of the life of the establishment. As one of the four contexts for learning, the ethos and life of the establishment should have a focus on the Mental, Emotional, Social and Physical Wellbeing of staff and pupils.
Continue to use a wide range of strategies which encourage positive relationships and behaviour and focus on the promotion of wellbeing e. Peer-to-peer aggression is explored through opportunities for pupils to engage with the positive approaches e. Solution or Cool in School. Every school should include a statement about culture, ethos and values and aspirations in their School Handbook.
Support staff should be fully included in the school's strategic approach to promoting positive behaviour and relationships, including access to staff training. In conducting an analysis of current UK policy positions and media perspectives against ethnographic research in areas such as gaming and sexting, the book highlights the flaws in approaching the control of disruptive social behaviours using prohibitive approaches.
It also highlights the gulf between the experiences of young people and the capabilities of the school system to deliver effective education around safe online behaviours. The author illustrates the complex relationship young people have with technology, as active engagers rather than passive consumers, and looks at the ways in which their needs for effective education and resilience are currently not being met.