k-ID Talks! Episode 4: Debbie Downes on why online safety starts with curiosity, not fear with

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“I was always monitoring my kids’ screen time,” she recalls. “But during lockdown, all of that went out the window. And in speaking with other parents, I realized it wasn’t just me,children everywhere were spending more time online, often in spaces their parents didn’t understand.”

Debbie’s journey from social worker to international educator to global child protection advocate has given her a rare perspective on how online risks evolve and how we can equip children to navigate them safely. Rather than relying on strict restrictions or reactive policies, she champions curiosity, conversation, and proactive education as the foundation for online safety.

The Pandemic: A turning point for online safety

For many children, digital spaces became their primary social and educational environment during lockdowns. While this shift allowed for learning and connection, it also created new vulnerabilities. Debbie witnessed firsthand the consequences of prolonged screen time, including increased exposure to online bullying, self-image anxiety, and the rapid rise of child sexual abuse material (CSAM) being shared online.

“We saw an exponential increase in CSAM cases during the pandemic,” Debbie explains. “The victims were younger, the material more severe. And the scary part? Many parents had no idea what was happening.”

Post-pandemic, children continue to gravitate toward online interactions, often preferring them over in-person socializing. This shift underscores the urgent need for digital literacy and safety measures that go beyond simply limiting screen time.

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Algorithms and broad online risks

One of the most unexpected lessons Debbie encountered in her work is the profound influence of algorithms on children’s online behavior. Platforms are designed to keep users engaged, sometimes pushing content that becomes harmful over time.

“Children might start with innocent searches but quickly find themselves in spaces promoting radicalized content, unhealthy behaviors, or addictive habits,” Debbie explains. “It’s critical to teach kids how algorithms work and help them set boundaries to protect themselves.”

Debbie believes focusing on a single app or viral trend is not enough. Instead, she advocates for broad, adaptable safety strategies that equip children to evaluate and respond to risks across platforms.

Beyond the myth of “stranger danger”

One of the biggest myths Debbie addresses is the idea that children are only at risk from strangers online. Research shows that most abuse comes from people children already know, such as acquaintances or even peers.

“We need to move away from focusing solely on strangers. Children are often targeted by people they trust in their offline lives, and they need to know that boundary-breaking behavior isn’t acceptable, no matter who it comes from,” Debbie says.

Another growing concern is the misuse of generative AI to create harmful content, including child exploitation material. “There’s this misconception that AI-generated content is victimless,” she explains. “In reality, AI often uses real abuse material or manipulates innocent images, which causes real harm.”

The role of children’s voices in building the future

As schools increasingly involve students in shaping safety policies, Debbie is optimistic about the future. Students know what they need protection from, and their input is invaluable.Giving them a voice not only empowers them but ensures we’re addressing the real challenges they face.

For Debbie, encouraging open communication between children and trusted adults remains the cornerstone of online safety. “Approach these conversations with curiosity, not judgment,” she advises. “When kids feel heard, they’re far more likely to seek help when something goes wrong.”

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