Sensory and Physical (S&P) aged 14 – 18

Advice for professionals working with SEND aged 14 to 18

This SEND Index of Harms resource is for children and young people (CYP) with Sensory and Physical 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

Difficulties discerning body image, identity and choice online
Vulnerability about own self-image online – raises risk of exploitation
Potential risks of depression, low self-esteem and FOMO, misunderstandings can lead to confused understanding of online content leading to increased risk of exploitation
May be confused by digital manipulation
Fine and gross motor control may hinder access
Spatial orientation may lead to misinterpretation of online content
CYP may want to develop an online presence like their siblings and peers
Parents and carers may regard this as their right and afford some degree of independence and privacy. However, these CYP may not have sufficient awareness to properly safeguard themselves from a broad range of harms
CYP may not understand that online images are often enhanced and altered and therefore develop unrealistic expectations of their own image
CYP may be goaded into actions and activities as a ‘laughing stock’ thereby damaging their dignity and self-worth
CYP may be lured into extremist groups in order to develop a sense of belonging
CYP may be ‘dared’ online into undertaking harmful and unsafe actions in order prove themselves
CYP may feel excluded from certain sites and online activity due to their physical appearance or sensory impairment

Possible responses

Teach basic rules of online safety
Online safety toolkit for secondary CYP
Mentor-buddy system with trusted, screened peers to act as responsible guides
Activities to enable CYP to understand images are enhanced and altered
Develop PSHE lessons focusing on self-worth and understanding how others perceive you
Activities focused on this specific issue combined with close vigilance and clarity on reporting processes
Develop CYP’s sense of self-worth and capacity to self-advocate with sites and activities which exclude them

Resources

Infiniteach – Autism resources for parents and special educators
ELSA Support: Resources for Emotional Literacy Support Assistants
Cerebra: Life online for CYP with SEN
Cerebra Learning Disabilities, Autism and Internet Safety

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

Physical difficulties may impact ability to access online relationships and lead to low self-esteem and depression. More vulnerable to exploitative online relationships
May be exposed to harmful language of a discriminatory nature or harassment due to physical differences
CYP may be deceived into believing that they i are loving, romantic relationships and be vulnerable to sexual exploitation
CYP may experience rejection related to their physical appearance or sensory needs when seeking or forming online romantic relationships.

Resources

Infiniteach – Internet support resources for parents and carers
ThinkUKnow – online safety home activities
SYGNO resource
ELSA Support: Resources for Emotional Literacy Support Assistants

Possible responses

Social stories
CBT
Lego therapy sessions
Play therapy programme
Art therapy sessions
ELSA support on online relationships
Focused work on what loving and romantic relationships are really like and what characteristics are typically found in loving relationships
Develop online support networks to strengthen resilience amongst CYP

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

May create a false online identity
May not be able to see all online information (visually impaired)
May not be able to communicate any potential risks to an adult (PMLD)
May be reluctant to share accurate information leading to low self-esteem or anxiety
May have a higher risk of self-harm
Manipulation of online tools may be inhibited (slow pace) restricting access to media research
Unable to manage what others say about them and unable to protect their own digital personality
CYP may be provoked into inappropriate or illegal acts by persistent insults and mockery

Resources

Internet Matters – Advice to create a positive online reputation for kids
ThinkUKnow – home activity resources
CYPline

Possible responses

Discussion, visuals around social boundaries
The rules of online safety
ELSA support sessions around social boundaries – Yes/No, Do/Don’t
Videos – online safety
ELSA support around emotions and worries/anxiety
CBT
Lego therapy
Art therapy
Play therapy
Support with anger management – appropriate responses
Choice guidance – through basic red/green routes – cause consequence
Guidance on seeking support – Who can help me? How do I talk with them?
Ensure CYP are aware of appropriate behaviours and how to defend themselves legally

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

Can be the victim of discrimination and bullying due to physical difficulties
May not be able to see/hear bullying or discrimination
May be lonely, depressed, isolated by cruel and unpleasant comments
Mental understanding may be more sophisticated than physical capabilities causing frustration in inability to explain
Vulnerable to exploitation, harassment and radicalisation
Be depressed, lonely and anxious, have low self-esteem, experience headaches, stomach aches, tiredness and poor eating; leads to increased vulnerability to grooming, coercion and abuse
Think about suicide or plan for suicide leading to increased vulnerability to online grooming and coercion or abuse
Be absent from school, dislike school, and have poorer school performance – miss online safety teaching
CYP may not report bullying because they fear the reach of the people who are bullying them
CYP may not be fully aware of their recourse to law if they are experiencing online bullying or harassment

Resources

Infiniteach – Internet support resources for parents and carers
ThinkuKnow – home activity worksheets
Cerebra – Autism and Internet Safety
Anti-Bullying Alliance – CyberBullying and SEN/Disability
RespectMe – Online safety guide

Possible responses

Very specific instructions that are tailored to need
Encourage CYP to always reach out to a trusted adult
Ensure trusted adults receive appropriate online safety training
Teach how to recognise and avoid situations where bullying occurs and how to respond to any incidents that do occur
Practice how CYP can act and respond to bullying, including by using role-play and links to other areas of the curriculum such as drama and English
Talking mats
Ensure effective catch-up programme for online safety to cope with any extended absences
Teach awareness about legal accountability
Reassurance around support providing effective protection
Workshops designed to inform CYP of their right to recourse to law if they are bullied or harassed

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

May not be able to use voice-activated software which could cause frustration
Potentially unable to explain to a trusted adult if online content creates sadness, worry, anxiety
CYP may be harmed by seeing themselves as ‘unliked’ compared to others without understanding these are artificially generated ‘likes’

Resources

WizCase – Online safety for people with Autism
Autism Parenting – Internet safety rules

Possible responses

Teach CYP with sensory and physical needs the rules of online safety
Make use of the STAR online safety toolkit for secondary CYP
Focused activities showing how some online activity is computer generated

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

Unable to explain and understand the benefits and risks of using online sources to self-diagnose and self-medicate
Unable to understand the dangers from potential online harms due to physical impairments
CYP may be vulnerable to manipulation as they seek ‘cures’ and interventions online to improve their condition

Resources

SEND Gateway – Skills builder
Infiniteach – Internet support resources for parents and carers
ThinkUKNow – home activity worksheet
Cerebra: Life online for CYP with SEN
Cerebra: Autism and Internet Safety

Possible responses

Discussions around internet safety and reporting of inappropriate behaviour/content
Use toolkit of internet bullying activities including role play, stories and news reports, discussion around cause and effect
Work to develop CYP’s understanding of emotions
Emojis – understanding and relevant activities
Understanding the law – guidance
Ensure CYP have sufficiently reliable and credible information in order to make good lifestyle choices

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

Challenges accessing additional ways to protect and manage data on my devices (eg ‘find my phone’; remote access; remote data deletion)

Resources

Infiniteach – Internet support resources for parents and carers

CAMHS referral or support pack

Possible responses

Teach young people with sensory and physical needs basic rules of online safety and cyber security
Develop an online safety toolkit for secondary CYP that is specific to their needs
Ensure staff have appropriate knowledge of accessibility settings for devices used by CYP to help promote understanding and confidence to keep safe online

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

Physical/visual/auditory impairments compared to age-related peers make it difficult to understand copyright theft and online legal/illegal permissions
CYP may create content uniquely suitably for their condition but not be able to publicise and protect it

Resources

Infiniteach – Internet support resources for parents and carers

Possible responses

Very specific instructions that are tailored to need
Encourage CYP to always reach out to a trusted adult
Ensure trusted adults receive appropriate online safety training
Teach how to recognise and avoid situations where bullying occurs and how to respond to any incidents that do occur
Practice how CYP can act and respond to bullying, including by using role play and links to other areas of the curriculum such as drama and English
Talking mats
Ensure effective catch-up programme for online safety to cope with any extended absences
Teach awareness about legal accountability
Workshops focusing on the commercial advantages of producing content

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: Sensory and Physical (S&P)

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 11 to 14

Making the internet safer and more inclusive

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