Cognition and Learning (C&L)

Advice for professionals working with SEND aged 11 to 14

This SEND Index of Harms resource is for children and young people (CYP) with Cognition and Learning need. It is broken down by the strands from the Education for a Connected World Framework.

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What you’ll find in this section

Self Image and Identity (SII)

Online relationships (ORel)

Online reputation (ORep)

Online bullying (OB)

Managing online information (MOI)

Health wellbeing and lifestyle (HWL)

Privacy and security (PS)

Self-image and identity

This strand explores the differences between online and offline identity beginning with self-awareness, shaping online identities and media influence in propagating stereotypes. It identifies effective routes for reporting and support and explores the impact of online technologies on self-image and behaviour. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Impact of technology on self-image and identity

Behaviours/Indicators

CYP unable to understand term ‘identity’ or inform other key adults of potential concerns
CYP’ inability to recognise that images have been digitally manipulated or how content may be targeted to influence body image e.g. fashion, pornography
CYP may not be able to understand key vocabulary use online
CYP may be vulnerable to manipulation and engage in harmful actions online in order to appease and please others
CYP may be easily coerced and threatened by believing the online presence able to physically contact them

Resources

SWGfL – So, You Got Naked Online?
CAMHS – referral or support pack
Catch 22 – How can you encourage positive online behaviour? #SaferInternetDay

Possible responses

Role-play scenarios (face behind the screen)
Life stories where appropriate e.g. Share news stories about predators
Workshop on ‘Sexting’, choice and associated risks
Work on self-esteem e.g. ‘Dove Project’ 5x 45-60 minute sessions
Use of external visitors to complement internal expertise on sharing appropriate use and risks associated with social media
How to stay safe online – parental/carer workshops or information leaflets
Discussion about appropriate use and possible threats arising from social media platforms
Activities to develop CYP sense of self-worth and the capacity to report any encouragement to self-harm
Activities to develop reassurance around reporting threats

Online relationships

This strand explores how technology shapes communication styles and identifies strategies for positive relationships in online communities. It offers opportunities to discuss relationships, respecting, giving and denying consent and behaviours that may lead to harm and how positive online interaction can empower and amplify voice. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Relationships, consent and behaviours leading to harm

Behaviours/Indicators

Communication/Cognition difficulties affect CYP ability to make the right choices and raise their vulnerability to being negatively influenced, including grooming, radicalisation and coercion
This may lead to CYP being coerced into sharing materials amongst their peers without realising its content could be harmful or hurtful

Resources

NSPCC – Making sense of relationships
ThinkUKnow home activity resources
ThinkUKnow – Nude selfies, parents advice

Possible responses

Make effective use of parental controls within software and Apps
Spend time talking with CYP about what it is to be a friend and the true value of friendship
Support conversations with visual cues/ prompts/ scaffolds to help explain key words
Recognise that CYP may have a desire for a romantic or sexual relationship
Use appropriate terminology and levels of language to discuss the risks of online relationships, e.g. fake profiles/sharing private thoughts
Discuss with CYP about how some photos/images online could be seen as sexy or provocative by others and the inherent risks associated with this behaviour
Use appropriate levels of language to explain terminology such as sexting or coercive behaviour
Provide specific teaching supported with appropriate activity packs and videos to introduce new or to reinforce learning about sharing images, online gaming, watching videos, social media and live streaming
Educate parent/carers about how CYP can use nude selfies through the provision of online resources, information leaflets and workshops
High vigilance from adults including CYP being asked to keep ‘contact lists’ showing who they contact and what the nature of that contact is.

Online reputation

This strand explores the concept of reputation and how others may use online information to make judgements. It offers opportunities to develop strategies to manage personal digital content effectively and capitalise on technology’s capacity to create effective positive profiles. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Others may use your online reputation to make judgements about you

Behaviours/Indicators

CYP may not be able to use appropriate vocabulary to describe opinions, values, and judgements in a range of online settings
CYP may have poor understanding of how online information services hold and share their online identity
CYP may not be able to distinguish between their real and online personalities or identity
CYP may be too open in sharing information about themselves, their families, their location
CYP may be attracted to engaging personalities with strong online reputations which are not real
CYP may not understand some of the language being used by peers online

Resources

Internet Matters – developing a positive online reputation resource

Possible responses

Use strategies such as Art Therapy, behaviour therapy for ‘speaking’ to provide opportunities to discuss self-harm and risks/reasons
Make effective use of CBT to provide opportunities to discuss topics such as self-harm and the associated online risks
Clearly explain the meaning of key vocabulary using appropriate levels of language and promote understanding through the use of visual resources
Activities focused on ‘Private Things and Not Private Things’
CYP should be encouraged to share their ideas about who they admire and why. Adults might challenge this and open discourse into who we admire and why
Buddy system to help CYP understand the language used

Online bullying

This strand explores bullying and other online aggression and how technology impacts those issues. It offers strategies for effective reporting and intervention and considers how bullying and other aggressive behaviour relates to legislation. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Bullying and aggression can harm others

Behaviours/Indicators

CYP may appear anxious, unexplained headaches, physical symptoms.They may present withdrawal and isolating behaviours
CYP limited emotional and/or cognitive development may mean they do not comprehend how their online actions may make others feel
CYP limited vocabulary or communication skills/ abilities may mean that they cannot describe ways people can be bullied
through a range of media (e.g. image, video, text, chat)
CYP may not understand how and when they can block abusive users
CYP may have limited understanding of the the ways they can share and report concerns about abuse
CYP may have a lack of understanding of laws that govern online behaviour
CYP may have a fear of reprisals which may lead to self-harm or the need to look online for other escapes
Professionals may hold concerns about this group of CYP being targeted for radicalisation or exploitation online due to their behavioural vulnerabilities and emotional needs to belong
CYP may be coerced into bullying others on behalf of peers in order to win social favour
CYP desire to become independent in the online world may prevent them reporting bullying

Possible responses

Focused discussions, using appropriately pitched vocabulary and complexity of language, about different aspects of what bullying looks like so that CYP know how to identify it
Specific teaching of how and when to block “friends” on social networking sites , including gaming groups
Promotion of effective ways to share concerns and report abuse. This includes developing CYP confidence and access to talk to a responsible adult to help them handle the situation
Emphasise learning on behaving fairly and respectfully to everyone.
Focused activities on how to seek and secure appropriate help and support

Resources

Autism Speaks -Internet Safety
Cerebra: Life online for CYP with SEN
Cerebra: Learning disabilities, autism and internet safety
RespectMe: Online safety
Anti-Bullying Alliance: Cyberbullying and SEN/Disability

Managing Online Information

This strand explores how online information is found, viewed and interpreted. It offers strategies for effective searching, critical evaluation of data, the recognition of risks and the management of online threats and challenges. It explores how online threats can pose risks to our physical safety as well as online safety. It also covers learning relevant to ethical publishing. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Online information can be found, viewed and interpreted

Behaviours/Indicators

Limited vocabulary will limit ability to search and navigate online content effectively to draw information. This may cause frustration and low self-esteem
Unable to accurately assess true/false content which has been selected to misinform. e.g. fake news
CYP may not understand how cookies can be used to target sales

Resources

SnapMap location settings
PinPoint – Keeping CYP with additional needs safe online
Change People – Keeping Safe Online

Possible responses

Teach CYP with SpLD clear rules that they can follow relating to online safety
Make effective use of stories and role play to develop CYP understanding and empathy to online safety scenarios and allow them to model and refine their possible responses
Choices – make use of cause and consequences activities to develop understanding of cause and effect
Use visuals to support teaching about voice activated software Key words/language explained
Use external speakers with knowledge of online safety including the safe use of social media platforms, to supplement high quality first teaching by knowledgeable staff
Show CYP how cookies are stored on devices and how these affect searches

Health, wellbeing and lifestyle

This strand explores the impact that technology has on health, well-being and lifestyle e.g. mood, sleep, body health and relationships. It also includes understanding negative behaviours and issues amplified and sustained by online technologies and the strategies for dealing with them. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Technology can impact on mood, sleep, body health and relationships

Behaviours/Indicators

Vulnerable to accessing sites giving harmful advice and unable to see potential risks
Open to peer pressure to engage in risky behaviours such as prolonged gaming or screen time activities lack of language skills limits abilities to evaluate risks
CYP with adolescent onset of neurological conditions such as epilepsy may be adversely affected by prolonged time in front of a screen which may not be easily detected

Possible responses

Focused teaching about appropriate screen time limits and behaviours, including clear explanation of what is a safe environments to go online
They should use language and supporting materials appropriate to CYP communication needs and stages of development (not necessarily linked to age)
Monitor closely time spent using a range of devices. Focus activities on enabling CYP to identify and report symptoms

Privacy and security

This strand explores how personal online information can be used, stored, processed and shared. It offers both behavioural and technical strategies to limit impact on privacy and protect data and systems against compromise. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Personal information can be stored, used and shared which can lead to harm

Behaviours/Indicators

CYP unable to deal with concepts that help keep information secure such as passwords including two factor authentication
Potential issues in understanding the concept of consent
Unable to understand the security of devices connected to the internet that may be compromised e.g. webcams, monitors, phones, or toys

Possible responses

Ensure staff are knowledgeable about the concepts of internet privacy and are confident to be able to amend language to promote CYP understanding at individuals level of development
Make use of effective risk assessment to identify possible threats to CYP health and wellbeing arising from their use of technology e.g. screen time, location of devices, environmental threats such as drug gangs, gaming trends and habits of use

Resources

SWGfL – Password Advice
Twinkl – Password advice
DfE – Teaching online safety in schools
Sen.se – Online Safety advice
UK Safer Internet Centre – Social Media Checklists

Copyright and ownership

This strand explores the concept of ownership of online content. It explores strategies for protecting personal content and crediting the rights of others as well as addressing potential consequences of illegal access, download and distribution. (Education for a Connected World framework – 2020 edition, UK Council for Internet Safety)

Likely Harm: Potential consequences of illegal access, download and distribution of content

Behaviours/Indicators

Poor cognition / short term memory difficulties make it difficult to understand permission of online information
Vulnerable to illegal/legal downloading of online content
CYP may be used to obtain content illegally for others

Possible responses

Focused teaching about ownership using personal information in profiles
Use of visual stimulus to exemplify and guide CYP to develop understanding of voice activated software
Ensure CYP are familiar with key words and language and understand the required terms
Provide CYP with clear rules and actions to take if they are coerced into obtaining content or mistakenly obtain content illegally

Resources

Infiniteach – Internet support resources for parents and carers

Useful resources

See our list of useful resources for further support.

Inclusive digital safety resources

See resource

Professional Online Safety Helpline

Visit site

Over 13 – Report Harmful Content Professional Online Safety Helpline

Visit site

Project Envolve

Visit site

Childnet Star resource

Visit site

SEND: Cognition and Learning (C&L)

See resource

Advice by Age

Use our list of practical tips to help children have a safer online experience and get the best out of the digital world as they grow.

Advice by age 4 to 7

Advice by age 7 to 11

Advice by age 14 to 18

Making the internet safer and more inclusive

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