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Risk classifications guide practitioners and policymakers in their work and in communicating their results. It is timely to update risk classifications, given the variation in their use, the emerging risks in the digital environment, and our growing understanding of children’s experiences of online risks of harm. This report proposes a new CO:RE 4Cs classification, recognising that online risks arise when a child: (1) engages with and/or is exposed to potentially harmful CONTENT; (2) experiences and/or is targeted by potentially harmful CONTACT; (3) witnesses, participates in and/or is a victim of potentially harmful CONDUCT; (4) is party to and/or exploited by a potentially harmful CONTRACT. The 4Cs classification also distinguishes between aggressive, sexual and value risks, as we as important cross-cutting risks, notably to children’s privacy, health and fair treatment.
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The 4Cs: Classifying Online Risk to Children
Livingstone, Sonia; Stoilova, Mariya
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Livingstone, S., & Stoilova, M. (2021). The 4Cs: Classifying Online Risk to Children. (CO:RE Short Report Series on
Key Topics). Hamburg: Leibniz-Institut für Medienforschung | Hans-Bredow-Institut (HBI); CO:RE - Children Online:
Research and Evidence.
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The 4Cs: Classifying Online Risk to
CO:RE Short Report Series: Key topics
Sonia Livingstone and Mariya Stoilova
Please cite this report as:
Livingstone, S., & Stoilova, M. (2021). The 4Cs: Classifying Online Risk to Children. (CO:RE Short Report
Series on Key Topics). Hamburg: Leibniz-Institut für Medienforschung | Hans-Bredow-Institut (HBI); CO:RE -
Children Online: Research and Evidence.
Editor: Veronika Kalmus
Language editor: Dawn L. Rushen
The CO:RE project is a Coordination and Support Action within the Horizon 2020 framework, which aims to
build an international knowledge base on the impact of technological transformations on children and youth.
Part of the knowledge base is a series of short reports on relevant topics that provide an overview of the state
of research. This part is coordinated by Veronika Kalmus (University of Tartu, Estonia).
For all reports, updates, insights, as well as full details of all CO:RE Consortium members and CO:RE
national partners throughout Europe and beyond, please visit
. This project has received funding from the European Union’s Horizon 2020 EU.
– The mechanisms to promote smart, sustainable and inclusive growth DT-
TRANSFORMATIONS-07-2019 – The impact of technological transformations on
children and youth. Grant Agreement ID 871018.
We thank the joint Insafe and INHOPE networks for their input during an online consultation and Karl Hopwood
for working with us to make this happen. We also thank the CO:RE Consortium for their insights as we
developed the classification of online risks, the reviewers of earlier drafts of this report, and the European
Union’s Horizon 2020 programme for the funding.
Key insights ......................................................................................................................................................... 3
Understanding online risk .................................................................................................................................... 3
The 3Cs of online risk .......................................................................................................................................... 4
Adopting the classification ................................................................................................................................... 5
Contract risks: the fourth ‘C’ ................................................................................................................................ 6
Cross-cutting risks ............................................................................................................................................... 8
Practitioner reflections ......................................................................................................................................... 9
The new CO:RE classification ........................................................................................................................... 10
Conclusions ....................................................................................................................................................... 12
References ........................................................................................................................................................ 13
About the authors .............................................................................................................................................. 14
Key insights
Risk classifications guide practitioners and
policymakers in their work and in communicating
their results. EU Kids Online’s (2009) 3Cs of
online risk is used widely as a classic point of
reference for stakeholders internationally.
It is timely to update this classification, given
the variation in its use, the emerging risks in the
digital environment, and our growing under-
standing of children’s experiences of online risks
of harm. As part of our CO:RE work on theories
and concepts, we:
o reviewed existing classifications of online risk
to children by UNICEF, the International
Telecommunication Union (ITU), Organisa-
tion for Economic Co-operation and Devel-
opment (OECD), Council of Europe (CoE)
and others;
o consulted European practitioners of child
internet safety from Insafe and INHOPE to
build on their experience.
This report proposes a new CO:RE 4Cs classi-
fication, recognising that online risks arise when
a child:
o engages with and/or is exposed to potentially
harmful CONTENT;
o experiences and/or is targeted by potentially
harmful CONTACT;
o witnesses, participates in and/or is a victim of
potentially harmful CONDUCT;
o is party to and/or exploited by a potentially
harmful CONTRACT.
The 4Cs classification also distinguishes
between aggressive, sexual and value risks,
as this is helpful in retaining a balanced view of
the range of risks that children can encounter.
We note that risks to the values that shape
childhood and society are increasingly
1 See
In addition to the 4Cs, the new CO:RE classi-
fication recognises important cross-cutting
risks, notably to children’s privacy, health and
fair treatment.
Keeping in mind that children’s online
opportunities are paramount, and that a host of
individual and societal protective and vulner-
ability factors mediate between risk and harm,
we hope that the new classification is insightful
for research, policy and practice that contributes
to realising children’s rights in relation to the
digital environment (UN, 2021).
Understanding online risk
In the CO:RE project, our work on theory examines
the key concepts that frame the field of research,
policy and practice. The aim is to bring together
diverse perspectives and interrogate their under-
lying assumptions in order to contribute to the
collective ambition of understanding the experi-
ences and consequences of growing up in a digital
A comprehensive understanding of children’s
engagement with the digital environment requires a
balanced consideration of both risks and opportu-
nities, recognising the full range of children’s rights
in a digital world (UN, 2021). Within this broader
frame (Livingstone, 2016), risk is one of the key
concepts identified for investigation by the CO:RE
Consortium,1 and is the focus of this short report.
In a fast-changing digital ecosystem, the nature of
risk is continually evolving, sometimes exposing
children to emerging risks well before adults know
how to mitigate them. Risk has been defined as:
Uncertainty about and severity of the
consequences (or outcomes) of an activity with
respect to something that humans value.
(Aven & Renn, 2009, p. 1)
The clash of possibly severe outcomes with human
values inevitably raises concerns, and the digital
environment, in which children are often very active,
adds heightened uncertainties into the mix. No
wonder that online risk is one of the most contested
areas of children’s digital experience, concerning
many stakeholders and posing pressing challenges
for research, policy and practice.
These challenges include understanding children’s
exposure to different types of online risk, and how
regulatory, technical, social or individual inter-
ventions can be effective in developing strategies to
cope with risk, mitigating or minimising any harmful
From the outset, it is vital to distinguish between
online risk and harm. Conceptually, risk is the
probability of harm, while harm includes a range of
negative consequences to the child’s emotional,
physical or mental wellbeing (Livingstone, 2013).
For example, exposure to pornography poses a risk
to a child, but it is not a certainty that there will be
harmful consequences.
Harmful outcomes depend on the nature of the risk
(whether it is more probable or more severe in its
consequences) and on the design, regulation and
management of the digital environment (privacy
settings, moderation services, access to helplines
etc.). They also depend on the child and their
circumstances, because what is problematic for one
child might not be so for another. Such differences
reflect societal factors (norms and regulations,
political priorities, economic investments, education
and family systems, etc.) as well as the individual
protective or vulnerability factors that differentiate
among children (including age, gender, digital skills,
resilience, personality, socio-economic situation
and family context).
It is paramount that our understanding of online risk
is evidence-based, prioritising robust research
conducted with and in relation to children.2 Our
understanding should also be informed by
children’s own views and experiences, and those of
practitioners responding to child online risk and
safety problems, rather than assuming or imposing
a vision grounded in adult normative expectations
or popular anxieties.
In this short report we critically examine how online
risks have been classified in order to develop a
better understanding of children’s online experi-
ences and their potential or actual real-world conse-
quences. After discovering how existing classifi-
cations have been adopted in the work of various
2 See OECD (2011); UNICEF (2017); Smahel et al
stakeholders, we propose a new classification of
online risk to children to meet the challenges of a
changing digital environment and the practical
imperatives of policymakers and practitioners.
This new classification highlights four dimensions
related to the positioning of the child in the digital
environment, and shows how these intersect with
three dimensions regarding the nature of the risk. It
also recognises the cross-cutting dimensions of
privacy, discrimination and health risks.
The 3Cs of online risk
A comprehensive classification of online risk was
proposed by EU Kids Online in 2009 (Staksrud &
Livingstone, 2009; Staksrud et al., 2009), funded by
the European Commission’s (EC) Safer Internet
Programme (now the Better Internet for Kids
Programme).3 It was originally developed to answer
the often-asked questions regarding ‘What risks are
we talking about?’ and ‘Why should policymakers
take action?’ It sought to disaggregate risks and
raise awareness of the wide array of risks affecting
children, including, but also going beyond, the main
emphasis on pornography, grooming and
cyberbullying that dominated the agenda at the
Taking a child-centred and evidence-based ap
proach, EU Kids Online’s classification identified
two dimensions of risk: the positioning of the child
in relation to the digital environment (as a recipient
of mass-produced content, a participant in adult-
initiated activity, and an actor in peer-to-peer
exchanges), and the nature of the risk (aggressive,
sexual, values and commercial).
This classification took a strongly child-centred
approach. It highlighted that children should not be
treated as solely vulnerable victims or protected at
all costs, including at the cost of their online
opportunities. The idea was to recognise children’s
agency as actors in a digital world, but without
holding them unduly responsible for risks online or,
especially, for the at-times harmful effects on their
wellbeing or that of others. As will be seen later, the
revised CO:RE classification recognises the child’s
perspective and agency but also the power of
societal and digital infrastructures to shape the
child’s experiences and outcomes.
The original classification was tested using data
from EU Kids Online’s two-wave European survey
with internet-using children aged 9–16 conducted in
2010 (Livingstone et al., 2011) and 2017–19
(Smahel et al., 2020). It has been incorporated into
the Global Kids Online model and its surveys of
children in 18 countries (Livingstone et al., 2019).
Taken together, these projects have generated
cross-nationally comparable data from 40,000
children in more than 35 countries, providing an
evidence base to inform policy priorities and
establishing a baseline against which socio-
technical change and policy interventions have
been positively evaluated (Morton et al., 2019).4
Figure 1 shows the classification with exemplar
risks in the cells.5
Figure 1: The EU Kids Online original 3Cs classification of online risks (Livingstone et al., 2011)
Adopting the classification
The 3Cs classification became a classic point of
reference since 2010, much cited by the
policymakers and practitioners working to maximise
children’s online opportunities and minimise their
risks of harm.
To trace its use, we conducted a search for mention
of ‘content, contact and conduct risks’ online and
among reports and documents by relevant
organisations. We found that the 3Cs of online risk
have informed the work of a range of key actors,
albeit not always with a direct source, including
UNICEF, the European Commission (EC), the
Organisation for Economic Co-operation and
4 See also and
5 In keeping with EU Kids Online’s commitment to
balance risks and opportunities, a parallel classi-
fication was proposed for opportunities, although it
was little noted (Livingstone et al., 2018).
Development (OECD), the Broadband Commission
for Sustainable Development (2019), the Inter-
national Telecommunication Union (ITU) (2020),
the ICT Coalition (O’Neill, 2014; Croll, 2016), and
others (O’Neill & Dinh, 2018; Green et al., 2019).6
One use is to classify the plethora of problems
reported by children who call helplines. Supported
by the EC’s Better Internet for Kids programme, the
work of the Safer Internet Centres (SICs) provides
helplines across Europe:
Helplines provide information, advice and
assistance to children, young people and
parents on how to deal with harmful content,
harmful contact (such as grooming) and
6 We did not find classifications in the work of ECPAT
International, the European Union Agency for
Fundamental Rights (FRA), GSMA, INTERPOL, Child
Helpline International (CHI), CEO Coalition, European
Network of Ombudspersons for Children or UNESCO.
Receiving mass-produced
Participating in (adult-
initiated) online activity
Perpetrator or victim in peer-
to-peer exchange
Aggressive Violent/gory content Harassment, stalking Bullying, hostile peer activity
Sexual Pornographic content ‘Grooming’, sexual abuse or
Sexual harassment, ‘sexting’
Values Racist/hateful content Ideological persuasion Potentially harmful user-
generated content
Commercial Embedded marketing Personal data misuse Gambling, copyright
harmful conduct (such as cyberbullying or
sexting). (O’Neill & Dinh, 2018, p. 68)
Relatedly, the EC’s self-regulatory initiative, the
‘Alliance to better protect minors online’,7 called on
businesses to tackle ‘existing and emerging risks
that children and young people face online,
including: harmful content (e.g. violent or sexually
exploitative content); harmful conduct (e.g.
cyberbullying), and harmful contact (e.g. sexual
UNICEF’s flagship annual publication The state of
the world’s children focused in 2017 on children in
a digital world, and also used the classic EU Kids
Online classification, recognising that while it is vital
to address online risk, some degree of risky
opportunities can afford children the chance to learn
and become resilient, depending on their maturity
and circumstances (UNICEF, 2017).
Undoubtedly, what has proved most valuable are
the definitions of the 3Cs, as illustrated in Figure 2.
It is noteworthy that most uses of the classification
refer to just one of the two dimensions (the child in
relation to the digital environment) and discuss
content, contact and conduct. Thus, they often omit
the second dimension – the nature of the risk
(aggressive, sexual, values, commercial) – and,
perhaps in consequence, the exemplar risks
highlighted and researched by EU Kids Online,
among other researchers (Stoilova et al., 2021).
Without the second dimension, however,
commercial risks became somewhat neglected,
leading to calls for revision of the original risk classi-
fication given rising evidence of the importance of
commercial online risks to children.
7 See
8 This framing is problematic in eliding risk and harm,
because it is precisely in the gap between them that
Figure 2: The 3Cs of online risk (UNICEF, 2017)
Content risks: Where a child is exposed to
unwelcome and inappropriate content. This can
include sexual, pornographic and violent images;
some forms of advertising; racist, discriminatory or
hate speech material; and websites advocating
unhealthy or dangerous behaviours, such as self-
harm, suicide and anorexia.
Contact risks: Where a child participates in risky
communication, such as with an adult seeking
inappropriate contact or soliciting a child for sexual
purposes, or with individuals attempting to
radicalize a child or persuade him or her to take
part in unhealthy or dangerous behaviours.
Conduct risks: Where a child behaves in a way
that contributes to risky content or contact. This
may include children writing or creating hateful
materials about other children, inciting racism or
posting or distributing sexual images, including
material they have produced themselves.
Contract risks: the fourth ‘C’
Digital technologies have developed significantly
since the original typology was created, and the
online ecology affords new opportunities but also
new risks for children, particularly in relation to
commercialisation and datafication. To respond to
these changes and to reintroduce more prominently
commercial dimensions of online risk, a fourth ‘C’
(variously labelled ‘contract’, ‘commercial’ or
‘consumer’) has been suggested.
In a 2018 redevelopment of the EU Kids Online
classification, the fourth ‘C’ is conceived not as a
commercial risk, but as a ‘contract’ risk that directly
or indirectly connects children and digital providers.
This reflects the dramatic rise in the
commercialisation of children’s personal data,
arguably resulting in the ‘datafication’ of children
themselves (Mascheroni, 2020).
many empowering and safety interventions focus
their efforts (e.g. digital literacy).
With the 4Cs, EU Kids Online has proposed not only
a classification but also a digital ecosystem of online
risks in which children are variously positioned and
in which the different risks interact in increasingly
complex ways. This informed the CoE’s Handbook
for policy makers on the rights of the child in the
digital environment (Livingstone et al., 2020), as
shown in Figure 3.
Figure 3: The EU Kids Online 4Cs model of online risks (Livingstone et al., 2020, p. 57, adapted from
Hasebrink et al., 2018)
Most obviously, contract risks arise when the child
‘accepts’ (including unintentionally, involuntarily or
unknowingly) the Terms of Service (or Terms and
Conditions) of a commercial provider of digital
products or services. Such contractual arrange-
ments can bind the child in ways that may be unfair
or exploitative, or which pose security or safety or
privacy risks of which they may be unaware or over
which they have little control or means of escape.
Related risks arise because of the data processed
by public and third sector organisations, as well as
through a host of public–private partnerships
(Stoilova et al., 2020).9 The Broadband Commis-
sion observes that children:
… have no way of understanding what they
were signing up for when they installed the app
or logged on to the site. Services and
obligations that are designed for adults must
be age-limited — so that children cannot sign
up to them without a guardian’s permission…
This data may be given by or taken from children’s
digital activities, as well as inferred or assumed about
them, or about others connected with them, through
profiling operations. The fast-growing data ecosystem
now provides an infrastructure not only for commercial
transactions impacting on children but also for the
digital products and services that afford content,
While online, children also risk spending
money without permission of parents or
caregivers and having their data harvested.
(Broadband Commission for Sustainable
Development, 2019, p. 34)
In short, contract risks arise when children use
digital services as well as when they are impacted
by digital transactions conducted by others in other
ways (e.g. through institutional uses of digitised
databases that include the child’s profile, or
algorithmic processing of personal data relating to
the child or others connected with them; see O’Neill,
2014; 5Rights Foundation, 2019).
In naming this category of risks ‘contract risks’, we
note the legal difficulties linked to contracts
involving children, as well as the fact that users (of
all ages) can be unaware of the contractual nature
of their relationship with digital service providers.
We also note that the contract that occasions a risk
contact and content risks. The result is that the types
of risk are increasingly interlinked, as are the solutions
– e.g. data protection regulation can prevent some
interpersonal or social forms of online harm (Stoilova
et al., 2020).
may not be with the child but with their parent or
school or indeed, between a service provider and a
third party, among other possibilities in the complex
digital ecosystem. Nonetheless, on balance, we
propose that the label ‘contract’ is helpful in pointing
to a mix of marketing, data processing and other
contractual risks that merit specific attention, most
but not all of which are commercial, and some of
which are still emerging.
Cross-cutting risks
Even with the fourth ‘C’, there are dimensions of
online risk that might not fit neatly into these
categories. UNICEF’s State of the World’s Children
participatory workshops (UNICEF, 2017) revealed
that children report concerns about risks that do not
fit well with the classification, such as technological
problems and parental intrusion in their online lives.
In its draft Recommendation on children in the
digital environment, the OECD observes that:
the nature of existing risks have significantly
changed, and a number of new risks have
emerged. Technological developments and
new business models have contributed to the
change in digital devices and services, which
in themselves have also contributed to the
evolving risk landscape. (OECD, 2021, p. 4)
Do we need to go beyond the 4Cs and add new and
cross-cutting elements? Recognising that digital
service providers need to know which risks are of
greatest concern so that they can innovate in safety
by design, and building on multi-stakeholder
consultation (5Rights Foundation, 2019), the OECD
recently proposed that some risks are seen as
cross-cutting in nature – such as those related to
privacy, advanced technological features (e.g.
Internet of Things [IoTs], artificial intelligence [AI],
biometrics, predictive analytics), health and
Note that the OECD builds on the EU Kids Online
classification, although it defines the fourth ‘C’ as
‘consumer risks’.10 The second dimension of the
figure lists ‘risk manifestations’ (or examples of
ways in which children might encounter potential
harms online), although it does not organise them
further. This is shown in Figure 4.
Figure 4: Children in the digital environment: revised typology of risks (OECD, 2021)
10 The OECD’s proposed category of consumer risks
includes four manifestations: (1) marketing risks; (2)
commercial profiling risks; (3) financial risks; and (4)
security risks.
Practitioner reflections
To discover how practitioners working in the field of
child online protection classify risks, and whether
they consider that revisions to the 4Cs are needed,
in October 2020 we conducted an online workshop
with 125 members from the Insafe and INHOPE
networks from over 20 countries.11
The consultation sought to:
Identify familiar and emerging online risks
affecting children across Europe, and to see
whether these are common across or specific
to different contexts or countries.
Consider whether classifications of online
risk are adopted in practice and useful, and
if so, what purpose they serve and what the
strengths and shortcomings of the available
classifications are.
Insafe and INHOPE members contributed a series
of reflections on the risk classification and its
possible development.12 After a lively discussion,
there was widespread agreement that risk
classifications are useful for practitioners.
Practical purposes of the classification of online
risks include:
Identifying the range and diversity of risks,
including identifying emerging risks.
Making comparisons and capturing trends
across risks and across time/contexts.
Systematically communicating results and
priorities to expert, policymaker and lay
Highlighting the need for resources, budgets
and training.
Classifying the types of risks reported via input
from helplines and complaints mechanisms.
Targeting planning, interventions and
awareness-raising campaigns.
Mapping evidence to risk categories and
identifying evidence gaps.
In practice, some organisations will always generate
their own classifications – for instance, when
working bottom-up from helpline calls to track local
11 See
trends – while others will not need to classify risks in
their work.
Overall, however, the consensus was that it is
valuable to have a shared approach to answering
questions such as ‘What do we mean by online
risks?’ and ‘Which risks are emerging?’ or ‘Which
should be prioritised?’ and ‘How is my country doing
compared with others?’
For researchers, the classification is useful in
providing a common terminology by which to report
and review findings, and for mapping where
evidence is sufficient and where there are pressing
gaps. As for practitioners, researchers also
repeatedly find that risks intersect, bridging offline
and online experiences, and compounding adverse
outcomes for the more disadvantaged or vulnerable
children. But we can only report such complex
relations among risks if we first identify those risks,
so the classification remains useful.
It was also generally agreed that, to be useful, risk
classifications should prioritise:
Flexibility the classification has to be broad
and flexible so that new risks can be added
when needed or when we need to refer to
different groups of children or address
Clarity the risks should not overlap with each
other and they should map readily onto the
reports from children or practitioners about
problematic experiences. Recognising that this
is a complex domain, the call was also to avoid
oversimplification, recognising ‘hybrid threats’
that could be classified in more than one
domain (e.g. identity theft could be linked to
contact, conduct or contract risks depending on
the circumstances; online pressures relating to
body image can have both sexual and value
dimensions; see Figure 6).
Examples to be readily understood and
applicable to the practical work, including real-
world examples in the cells of the classification
table is important. While it is recognised that the
examples provided cannot be comprehensive,
they should map onto the actual problems
reported by children or encountered by
practitioners. They should also resonate with
12 For detailed findings, see Livingstone et al. (2021).
audiences (parents, policymakers, etc.) when
risk-related work is made public.13
Two structural changes to the online risk classi-
fication were recommended:
Inclusion of the fourth ‘C’ this is needed,
and it was widely thought that the term
‘contract’ is more inclusive than ‘commercial’ or
‘consumer’ risks in recognising that risks can
arise when the child is party to a contract with
public and third sector organisations as well as
commercial bodies, especially with the
prevalence of public–private partnerships in
complex digital ecologies.
Cross-cutting risks the recognition of risks
that cut across several or all of the 4Cs was
also agreed, although much debated. Again,
this arises because of the complexity of the
digital ecology and also because risks are
interrelated, and they can affect multiple
dimensions of a child’s experience. The effects
on children’s health (e.g. health risks linked to
excessive screen use) were raised by multiple
contributors. So, too, were the array of privacy
risks experienced by children online, many of
which arise from data processing (and so can
be classified as contract risks) but that can also
arise in relation to content, and through inter-
personal contact and conduct.
Even after discussion, different views remained
Country specificities should the classifica-
tion differ by country and context to recognise
different legal, regulatory and cultural factors
that shape children’s exposure to risk? It
emerged, however, that pan-European com-
monalities are more notable than country
differences, and are often more worthy of
attention given the benefits of sharing insights
and best practice across countries, and in
working towards common solutions.
13 In this regard, the ‘risk manifestations’ in the OECD
classification were found to be difficult to interpret both
because they are abstract and yet overlapping, and
because the legal/illegal boundary varies by
country/policy context. Relatedly, the idea of cross-
cutting technological risks was not taken up, possibly
because all online risks have a technological
dimension or because the examples given in the
Extending the classification with a fifth ‘C’
a range of possibilities was suggested,
including that the classification could identify
the consequences of risk, such as health or
wellbeing, or other abuses of children’s rights;
and/or distinguish illegal (criminal’) from
harmful risks. However, this discussion threw
up the many differences not only by country
(e.g. in which online risks are illegal) but also
organisational sector, type and purpose. It was
agreed, therefore, that although 5Cs may be
useful on occasion, this should be left to each
country or organisation to determine for itself.
The new CO:RE classification
We propose a new CO:RE classification of online
risk, learning from the above experiences and from
consultation with the CO:RE Consortium. Risk is
recognised as relational, emerging from the
dynamic interaction between the child’s agency and
the agency of others operating in the digital
environment (including through automated pro-
cessing such as algorithms and as embedded in
digital design and operation).14
The 4Cs of online risks of harm are content, contact,
conduct and contract risks, as explained in Figure 5.
The classification has the merit, we suggest, of order
and clarity. We believe it to be fit for purpose,
recognising the multiple positions that children may
occupy in an increasingly significant and powerful
digital environment, including continually emerging
online risks. It is orderly and clear, and it provides
practitioner-tested exemplars of key risks, including
those that have become familiar in recent decades
and those that are emerging and new.
The introduction of contract risks as the fourth ‘C’
incorporates risks previously labelled ‘commercial’.
OECD typology are linked most closely to contract
risks or again, to privacy or discrimination.
14 This framing of the 4Cs overcomes the previous
potential for misunderstanding (e.g. the implication
that a child may participate willingly in contact abuse,
or that they are mere receivers of content rather than
also actively seeking it).
Figure 5: The CO:RE 4Cs of online risk
Content risks: The child engages with or
is exposed to potentially harmful content.
This can be violent, gory content, hateful or
extremist content, as well as pornographic
or sexualised content that may be illegal or
harmful, including by being age-
inappropriate. Content online may be
mass-produced or user-generated
(including by the child), and it may be
shared widely or not.
Contact risks: The child experiences or is
targeted by contact in a potentially harmful
adult-initiated interaction, and the adult
may be known to the child or not. This can
be related to harassment (including
sexual), stalking, hateful behaviour, sexual
grooming, sextortion or the generation of
sharing of child sexual abuse material.
Conduct risks: The child witnesses,
participates in or is a victim of potentially
harmful conduct such as bullying, hateful
peer activity, trolling, sexual messages,
pressures or harassment, or is exposed to
potentially harmful user communities (e.g.
self-harm or eating disorders). Typically
conduct risks arise from interactions
among peers, although not necessarily of
equal status.
Contract risks: The child is party to and/or
exploited by potentially harmful contract or
commercial interests (gambling,
exploitative or age-inappropriate marketing,
etc.). This can be mediated by the
automated (algorithmic) processing of data.
This includes risks linked to ill-designed or
insecure digital services that leave the child
open to identity theft, fraud or scams. It
also includes contracts made between
other parties involving a child (trafficking,
streaming child sexual abuse).
Cross-cutting risks: Some risks relate to
most or all of the four categories and can
have multiple manifestations across the
different dimensions (aggressive, sexual,
values). These include online risks relating
to privacy, physical or mental health,
inequalities or discrimination.
Hence the new classification now distinguishes
three dimensions in relation to the nature of the risk:
aggressive, sexual and values. It is noteworthy that
interest in value-related risks (e.g. misinformation,
radicalisation, self-harm, algorithm bias) has grown
in recent years, now attracting as much attention
and anxiety as aggressive and sexual risks.
Finally, the new classification recognises three
types of cross-cutting risk – to children’s privacy,
their health, and their fair treatment and equal
inclusion in a digital world. These risks, we suggest,
can occur in relation to any and all of content,
contact, conduct and contract risks (see Figure 6).
Importantly, it should be noted that, although some
risks are particularly cross-cutting in nature, many of
the online risks to children intersect and hybridise,
depending on the circumstances, and more so as
the digital environment evolves. Hence the classi-
fication and its exemplars are offered here as a way
of organising and opening up further investigation,
rather than as implying that risks are simple or
Figure 6: The CO:RE classification of online risk to children
We hope this new classification serves constructive
purposes for researchers, policymakers and practi-
tioners working to minimise or manage online risks
to children’s rights and wellbeing. The classification
offers the foundations of a better understanding of
online risk to children, and it can underpin the work
of different stakeholders:
Policymakers can use it to identify what risks
matter and why, what evidence supports them,
and how they fit within or fall outside existing
regulatory frameworks.
Parents and the public can use it to learn what
can be done about the different risks and what
to look out for.
Researchers can use the classification to
develop comprehensive definitions and
measures of online risk, and to organise,
compare and report findings.
15 We sought to future-proof the classification by
describing risks in broad terms rather than focusing
on very particular or time-bound risks, although we
Practitioners can use it in their work to classify
and understand the problems reported to
them, to communicate with different audi-
ences, and to manage and bid for resources.
The classification will need careful framing for
different audiences, so more work needs to be done
on implementation. Moreover, as society and the
digital environment continues to change, the classi-
fication will need revisiting in the future.15
It should be noted that our focus has been on
children online, leaving others to attend to the
important risks of not being online – digital
exclusion, struggles for access and connectivity,
lack of digital skills, and so forth.
We did not focus on the factors that account for
whether, when or why some children are more likely
to encounter particular online risks than others, nor
the protective or vulnerability factors – whether
concerning children, their circumstances, the digital
environment or its regulation and management –
appreciate they arouse concern (e.g. sharenting,
influencers, deep fakes, viral challenges).
that account for harmful outcomes. Again, this has
been amply addressed elsewhere.16
It is also important to see risk as only one of the
dimensions of children’s online experiences,
alongside opportunities and among many factors
that intersect to influence children’s outcomes
(Livingstone, 2016). Indeed, while the digital
environment affords children a range of risks, it also
offers many opportunities to benefit, and this merits
a parallel analysis. If society becomes overpro-
tective, it can inadvertently undermine the very
opportunities for which society provides children
with internet access. We will address the 4Cs of on-
line opportunities in our future work.
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About the authors
Sonia Livingstone FBA,
OBE is a professor in the
Department of Media and
Communications, London
School of Economics and
Political Science (LSE). Her
20 books include Parenting for
a digital future: How hopes and fears about
technology shape children’s lives. She directs the
Digital Futures Commission (with 5Rights
Foundation) and Global Kids Online (with UNICEF
Office of Research – Innocenti) and has advised the
UN Committee on the Rights of the Child, European
Commission, European Parliament, Council of
Europe, ITU, OECD and others on children’s risks
and rights in a digital age.
Mariya Stoilova is a post-
doctoral researcher at the
Department of Media and
Communications, London
School of Economics and
Political Science (LSE). Her
work falls at the intersection of
child rights and digital technology, focusing
particularly on the opportunities and risks of digital
media use in the everyday lives of children and
young people, data and privacy online, digital skills,
and pathways to harm and wellbeing. Mariya’s work
incorporates multi-method evidence generation and
cross-national comparative analyses. For projects
and publications, see
... The OECD report has the advantage of considering children's risks in terms of macroscopic aspects and others like consumers and technology. This study describes a category in which parents and teachers can easily consider online safety for optimal child development by referring to previous studies [2,18,19]. It assumes that the risks surrounding children and youth change significantly before and after the online connection of digital devices. ...
... Children and youth today are called digital natives, and their use of online media has changed rapidly from how they used it in the past. In a recent study, researchers proposed creating a new framework for a diverse audience regarding online risk [19]. Compared to prior research, our study places greater emphasis on content risk, particularly regarding infants and toddlers. ...
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This study analyzes the previous literature on the online safety of children and youth under “the 4Cs risk framework” concerning contact, content, conduct, and contract risks. It then conducts a comparative study of Australia, Canada, and the UK, comparing their institutions, governance, and government-led programs. Relevant research in Childhood Education Studies is insufficient both in quantity and quality. To minimize the four major online risks for children and youth in cyberspace, it is necessary to maintain a regulatory approach to the online exposure of children under the age of 13. Moreover, the global society should respond together to these online risks with “multi-level” policymaking under a “multi-stakeholder approach”. At the international level, multilateral discussion within the OECD and under UN subsidiaries should continue to lead international cooperation. At the domestic level, a special agency in charge of online safety for children and youth should be established in each country, encompassing all relevant stakeholders, including educators and digital firms. At the school and family levels, both parents and teachers need to work together in facilitating digital literacy education, providing proper guidelines for the online activities of children and youth, and helping them to become more satisfied and productive users in the digital era.
... These and other online risks have been classified into three main categories, also known as the 3Cs: (1) conduct (engaging in antisocial behaviours involving the use of the Internet), (2) contact (making or experiencing negative contacts online, such as cyberbullying or grooming) and (3) content (exposure to content that may be harmful, manipulative or exploitative) (Staksrud et al., 2009). Recently, a fourth category, contract, has been added to the model to refer to potential harmful contracts or commercial interests (Livingstone & Stoilova, 2021). ...
... Knowledge regarding risk experiences and coping from the point of view of students with intellectual disabilities should be expanded, as already done by D. D. Chadwick (2022). Likewise, in addition to the types of risk reflected in this study, future research could focus specifically on the contract risks described recently by Livingstone and Stoilova (2021). ...
Background: Although there is research‐based evidence on the educational potential of information and communication technologies as teaching and learning resources for schools, studies focused on the real benefits and risks associated with online activities of students with intellectual disabilities are still scarce. The purpose of this study was to describe and compare teachers' perspectives on this topic in relation to a school setting (mainstream and special schools), teaching specialty (general and special educators) and teaching level (primary and secondary education). Methods: A cross‐sectional survey design was conducted in which a sample of 208 general and special education teachers from mainstream and special schools participated. Participants had to respond to a questionnaire that included questions related to the opportunities and risks of the Internet and online safety. Findings: Teachers perceive that the Internet is unsafe for students with intellectual disabilities and it entails more risks than benefits for these students. Such perceptions may determine the educational intervention, especially when the Internet has shown to be crucial during the coronavirus disease 2019 pandemic. Differences were found regarding school setting, teaching specialty and teaching level. The data reflect a lack of consensus regarding the potential benefit of digital inclusion for students with intellectual disabilities, based on the perception that the online environment is not safe for this population. Conclusion: There is a need to train teachers on how to achieve the maximum educational potential of the Internet for these students, as well as to learn to implement strategies to prevent and manage online risks.
... However, the performance of child celebrities and their online content also raises concerns on account of controversial practices that take advantage of the credulity of children who cannot yet distinguish between commercial, informative, or entertaining content. Such naivety also exposes them to additional risks that may harm their moral, physical, and mental development (Livingstone & Stoilova, 2021). ...
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The active digital engagement of children and teens from a very early age makes them the most prolific digital users and online content creators. Simultaneously, this high level of digital exposure enhances their vulnerability to online risks and the potential for them to encounter harmful online content. This dynamic has profound implications for all dimensions and stakeholders within the digital ecosystem. This thematic issue presents a comprehensive review of the significant advantages, critical risks, and challenges arising from the extensive online engagement of children and adolescents. This body of research provides valuable insights and identifies future research avenues related to emotional well-being, identity development, perceptions of social success and self-esteem, as well as examining the critical aspects concerning digital literacy and the regulatory frameworks governing digital content providers.
... (Livingstone, Haddon, Gorzig, & Ólafsson, 2011;Popadić i Kuzmanović, 2016, Popadić i dr., 2016Kuzmanović i dr., 2019;Popadić, Pavlović i Kuzmanović, 2019;Smahel et al., 2020). Ekscesivno korišćenje interneta i uključenost u digitalno nasilje predstavljaju najčešće rizike povezane s korišćenjem interneta (Livingstone & Stoilova, 2021). Pod ekscesivnim korišćenjem interneta podrazumeva se vremenski prekomerna upotreba interneta povezana s kompulsivnošću, nedostatkom samokontrole i samoregulacije, koja rezultira problemima u komunikaciji sa okolinom i drugim teškoćama u psihofizičkom funkcionisanju (Livingstone et al., 2011;Kalmus, Blinka, & Ólafsson, 2015;Helsper & Smahel, 2019). ...
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The aim of this study was to find out how young people perceive the quality of relationships with offline and online friends operationalized through anxiety and avoidance, and what the predictors of attachment to online friends are. Participants were 303 young people (78% girls), roughly equally divided between high school and university students (51% vs. 49%) aged 15 to 30 (Mage = 19.5, SD = 3.50). An online survey was conducted with a convenient sample. Two scales were used in the research: Experiences in Close Relationships and Excessive Internet Use, as well as questions about experiences on the Internet. The results show that youth are more likely to build and maintain close friendships through live interaction, despite their frequent use of social technologies. A quarter of respondents do not have a single friend with whom they mainly socialize online, while half have at most two online friends. Online friendships are more common among high school students. Most young people do not feel anxious in their relationships with offline and online friends; avoidance is significantly stronger in their relationships with online friends. The strongest predictors of attachment to online friends are attachment to offline friends and feeling personally safe online. When interpreting the obtained findings, one should bear in mind the limitations arising from the characteristics of the sample (it is not representative and gender-balanced).
... (Source: Livingstone and Stoilova, 2021). ...
There is an onus on most professionals to engage in formal or informal risk assessment when working with families, and there is a duty of care to take steps to protect family members or members of the public who may potentially be at risk from harm (or danger). Risk can take different forms and each of these needs to be considered. First, risk of harm to self; second, risk of harm to others; and third, risk of harm from others. When having conversations with families, professionals need to be aware of all the different potential aspects of risk and types of harm, as well as the potential overlap between them. In this chapter, we suggest two ways to ask about risk based on our analysis of practitioners’ question styles. One way is to ask about risk incrementally, by starting with emotions or behaviours and working up to questions about intent or plans. Another, is to ask about risk in a way that normalises the question by situating it as a requirement of the organisation.
... Despite many opportunities, there are legitimate concerns about media exposure and (over)use, especially for youth who are at a greater risk due to their age-related vulnerabilities. These risks originate from potentially harmful content (e.g., violent, sexual, or hate material), contacts (e.g., cyberbullying, privacy violation, cyberstalking, or being contacted by strangers), conduct in which the youth can be either a perpetrator or victim (e.g., sharing too much personal information, illegally downloading materials, hacking, etc), and contracts resulting from being exploited by a contract or commercial interests (Livingstone & Stoilova, 2021;Livingstone et al., 2015). These mixed risks and benefits imply that we should not simply discourage social media use. ...
... In general, for more than a decade, there has been much discussion about online risks for children and the importance of the conceptualization and classification of these risks (Livingstone et al., 2011). According to Livingstone and Stoilova (2021), these risks can be analyzed in terms of relevant elements, such as inappropriate content, misleading marketing, dangerous contact, and inappropriate behavior. These two latter categories encompass the constructs analyzed in this manuscript, as they refer to any type of behavior that may be harmful or inappropriate for children or through which an adult may harm them. ...
Full-text available
Sexual solicitation and sexualized interaction with minors by adults constitute one of the most pernicious risks of the Internet. Little is known about the age range in which this phenomenon is most prevalent or the relationship and overlap of this problem with other risks, such as peer-to-peer cybervictimization and cyber dating abuse. Additionally, little empirical evidence exists on whether the overlap between these types of online victimization affects health-related quality of life (HRQoL). This study aimed to: 1) analyze the prevalence of sexual solicitation and interaction according to sex and stage of adolescence; 2) relate this problem to other forms of online victimization (cybervictimization and cyber dating abuse); 3) analyze the overlap between these forms of online victimization and differences in HRQoL scores. A cross-sectional and analytical study with 3,578 adolescents (52.7% girls) aged between 10-15 years was carried out. Of the adolescents in the study sample, 12.6% (n = 448) had received sexual requests and 6.4% (n = 230) had interacted sexually with adults. Sexual solicitation was most common among girls in middle adolescence. Of the participants, 33.9% (n = 1,216) had been involved in some form of online victimization. Peer cybervictimization and cyber dating abuse were positively and significantly correlated with sexualized solicitation/interactions with adults. Victims with the overlapping of all three types of online victimization (2.7%, n = 98) presented the lowest HQRoL scores (p < .001).
Full-text available
Usage of the Internet by young people has been historically analyzed through two main paradigms: the paradigm of risk, where the Internet has been viewed at large as a factor that endangers young people development; and the paradigm of opportunities, showing the Internet as a potentially positive factor supporting individual and social development. Those two dichotomous approaches are nowadays dismissed and replaced by more nuanced and holistic approach to online engagement of young generation. The article attempts to show critical relationships between engagement of young people in positive versus risk online behaviors. It uses the data from the second wave of large sample taking part in a longitudinal study on online skills in ySkills Horizon research project. The study uses Wave 2. convenient sample (N = 7,107) from six countries (Estonia, Finland, Germany, Italy, Poland, Portugal) aged 12-19 years (M = 15.37, SD = 1.36). The results generally show that three selected online risk behaviors (intended viewing cyberhate, intended viewing online harmful content, and incorrect health decisions based on information viewed online) are co-occurring with the level of online civic engagement and the number of online activities. It shows that positive online involvement not clearly protect young people from involvement in serious online risks. From practical perspective, this study results provide useful insights to the methodology of media education, particularly in terms of online risks prevention measures that should also include content concerning online opportunities.
Bu araştırmanın amacı özel gereksinimli bireylerle çalışan öğretmenlerin internet güvenliği becerilerine yönelik görüşlerini belirlemektir. Araştırma nitel araştırma yöntemlerinden tipik durum çalışması yöntemi ile desenlenmiştir. Veriler, nitel araştırmalarda sıkça kullanılan yarı yapılandırılmış görüşme tekniği ile toplanmış ve betimsel analiz yöntemi ile analiz edilmiştir. Araştırmaya Özel Eğitim Meslek Okulunda çalışan ve yaşları 32-42 arasında değişen 14 öğretmen katılmıştır. Araştırmaya katılacak öğretmenlerin seçimi için ölçüt örnekleme yöntemi benimsenmiştir. Araştırmanın bulguları doğrultusunda; katılımcıların internet güvenliğini "İnternette güvenli dolaşım" ve "Kişisel bilgilerin korunması" olarak algıladığı belirlenmiştir. Özel gereksinimli bireylerin internet ortamında maruz kalabileceği tehlikeler arasında yabancıların tuzakları, uygunsuz içerikler ve bilgilerin üçüncü kişilerle paylaşılması gibi tehlikeler yer almıştır. Bu bireylerin doğru internet kullanımıyla psikolojik şiddetten korunabileceği ve güvende hissedebileceği vurgulanmıştır. Öğretmenlerin ve ebeveynlerin çocukları takip ederek istenmeyen içeriklerden korumasının önemli olduğu görülmüştür. Yanlış internet kullanımının özel gereksinimli bireylerin psikolojisini etkilediği ve sosyal hayatlarını olumsuz etkilediği ifade edilmiştir. Öğretmenler, öğrencilere ve ailelere bilgi vererek internet güvenliği becerilerini kazandırmaya çalıştığı görülmüştür.
This chapter introduces readers to the role of technology in facilitating and enhancing stalking and coercive and controlling practices. By way of introduction, the chapter details how a growing range of internet enabled digital devices have facilitated greater interconnectivity that transcends physical boundaries. Discussion develops to explore the ways in which young people engage with information and communication technologies and how this enhances the capabilities of individuals to engage in, and be a victim of, stalking and coercive and controlling behaviours. Drawing on studies centred on survivor and practitioner testimony, the chapter illustrates how the unique characteristics of information communication can be weaponised. Discussion develops to critically consider the implications of technology facilitated stalking and coercive and controlling behaviour for policy and practice. Legal, technological and educational responses to prevent and mitigate harm are given consideration, as is the role of state agencies, private organisations and citizenry.KeywordsStalkingCoercive controlCyber stalkingICT facilitated abuseImage based abuseSurveillanceVictims and survivors
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How do children understand the privacy implications of the contemporary digital environment? This question is pressing as technologies transform children’s lives into data which is recorded, tracked, aggregated, analysed and monetized. This article takes a child-centred, qualitative approach to charting the nature and limits of children’s understanding of privacy in digital contexts. We conducted focus group interviews with 169 UK children aged 11–16 to explore their understanding of privacy in three distinct digital contexts—interpersonal, institutional and commercial. We find, first, that children pri- marily conceptualize privacy in relation to interpersonal contexts, conceiving of personal information as something they have agency and control over as regards deciding when and with whom to share it, even if they do not always exercise such control. This leads them to some misapprehensions about how personal data is collected, inferred and used by orga- nizations, be these public institutions such as their schools or commercial businesses. Children’s expectation of agency in interpersonal contexts, and their tendency to trust familiar institutions such as their schools, make for a doubly problem- atic orientation towards data and privacy online in commercial contexts, leading to a mix of frustration, misapprehension and risk. We argue that, since the complexity of the digital environment challenges teachers’ capacity to address children’s knowledge gaps, businesses, educators, parents and the state must exercise a shared responsibility to create a legible, transparent and privacy-respecting digital environment in which children can exercise genuine choice and agency.
Technical Report
Full-text available
This report presents the findings from a survey of children aged 9–16 from 19 European countries. The data were collected between autumn 2017 and summer 2019 from 25,101 children by national teams from the EU Kids Online network. A theoretical model and a common methodology to guide this work was developed during four phases of the network’s work, and is discussed at the outset of this report. The main findings from the key topic areas are summarised, which correspond to the factors identified in the theoretical model: Access, Practices and skills, Risks and opportunities, and Social context.
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After a decade or more in which research has examined the opportunities and risks encountered by children on the internet, this article assesses the contribution and challenges of producing an evidence base to inform policy in a hotly contested field. It offers critical analysis and new findings, drawing on the EU Kids Online project, a major study of children’s internet use in 25 countries. Building on the distinction between risk (a calculation based on the probability and severity of harm), and harm itself, research and policy on children’s online risk faces particular problems in measuring harm and, therefore, risk. Further complications arise from the interdependencies among opportunity, risk-taking, resilience and vulnerability. Such complexities must be recognised if we are to advance beyond the entrenched positions that so often polarise debate.
Full-text available
As internet use is extending to younger children, there is an increasing need for research focus on the risks young users are experiencing, as well as the opportunities, and how they should cope. With expert contributions from diverse disciplines and a uniquely cross-national breadth, this timely book examines the prospect of enhanced opportunities for learning, creativity and communication set against the fear of cyberbullying, pornography and invaded privacy by both strangers and peers. Based on an impressive in-depth survey of 25,000 children carried out by the EU Kids Online network, it offers wholly new findings that extend previous research and counter both the optimistic and the pessimistic hype. It argues that, in the main, children are gaining the digital skills, coping strategies and social support they need to navigate this fast-changing terrain. But it also identifies the struggles they encounter, pinpointing those for whom harm can follow from risky online encounters. Each chapter presents new findings and analyses to inform both researchers and students in the social sciences and policy makers in government, industry or child welfare who are working to enhance children's digital experiences.
In this article we reflect critically on the research agenda on children’s internet use, framing our analysis using Wellman’s (2004) three ages of internet studies, and taking as our case study the three phases of research by the EU Kids Online network from 2006–14. Following the heyday of moral panics, risk discourses and censorious policy-making that led to the European Commission’s first Internet Action Plan 1999–2002, EU Kids Online focused on conceptual clarification, evidence review and debunking of myths, illustrating the value of systematic documentation and mapping, and grounding academic, public and policy-makers’ understanding of ‘the internet’ in children’s lives. Consonant with Wellman’s third age which emphases analysis and contextualization, the EU Kids Online model of children’s online risks and opportunities helps shift the agenda from how children engage with the internet as a medium to how they engage with the world mediated by the internet.
Child online safety: Minimizing the risk of violence, abuse and exploitation online
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Assessment of the emerging trends and evolutions in ICT services
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Keeping children safe online. Nominet, NPC and Parent Zone
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Hasebrink, U., Rechlitz, M., Dreyer, S., Brüggen, N., Gebel, C. & Lampert, C. (2018). What are you concerned about? Classifying children's and parents' concerns regarding online communication. ECREA Conference, November.