Why children face unique risks online
Children and young people today are growing up as digital natives, using social media, messaging apps, gaming platforms, and online learning tools as part of everyday life from a very early age. This brings genuine benefits: connection, creativity, access to information, and the ability to learn and collaborate in new ways. But it also exposes children to risks that adults often underestimate or do not fully understand. Children are particularly vulnerable online because they are still developing critical thinking skills, may not appreciate the permanence of what they post or share, tend to be trusting of people they meet online, and often do not recognise when they are being manipulated or targeted. Predators, scammers, and those who engage in cyberbullying actively target children because they know young people are less likely to question unusual requests or report what is happening to them. Building strong cyber awareness in children is not about frightening them away from the internet. It is about giving them the knowledge and confidence to make safer choices and to seek help when something feels wrong.
Passwords and account security
One of the most practical cyber safety skills a child can develop is understanding how to create and manage strong passwords. A password is the lock on a digital account, and a weak or reused password is like leaving that lock undone. Children should learn to use passwords that are long, contain a mix of letters, numbers, and symbols, and do not include obvious personal details like their name, birthday, or the name of a pet. They should also understand why using the same password across multiple accounts is risky: if one account is compromised, all of the others become vulnerable as well. For younger children, parents should help manage passwords directly, using a password manager if possible. Older children and teenagers can take on more responsibility for this, with guidance. Basic device security matters just as much: not leaving phones or tablets unlocked and unattended, keeping software updated when prompted, and not installing apps or games from unfamiliar sources are habits that are worth establishing early.
Recognising suspicious messages and online contact
Many online harms begin with a message from someone the child does not know, or someone who is not who they claim to be. Teaching children to recognise warning signs in messages is a key part of cyber safety. They should be wary of any message that asks for personal information, requests that they keep something secret from a parent or guardian, contains a link they were not expecting, promises money or prizes, or puts pressure on them to act quickly. Legitimate organisations and genuine friends do not typically behave this way. Older children need to understand that people online can present a false identity. Someone claiming to be a peer of the same age might be an adult with harmful intentions. The most important thing is that children feel comfortable going to a trusted adult with any message or contact that made them feel uncomfortable, confused, or unsure. Building that culture of openness, where asking “can you check this for me?” is normal and encouraged, is one of the most effective protections available.
Protecting personal information
Children should understand from an early age that personal information is valuable and that sharing it carelessly online carries real risks. They should not share their home address, school name, phone number, or other identifying details with people online, even in contexts that seem friendly or private. Details that seem harmless on their own, such as the name of their school or the suburb where they live, can be combined with other information to build a picture that enables harm. Images and videos require particular attention. Children should understand that any image shared online, even in a “private” message or a disappearing-story format, can be saved, copied, or shared by the recipient without their knowledge or consent. Once an image is out of their control, it may be very difficult to remove. Encouraging children to think before they share, and to talk to a trusted adult if they have already shared something that now worries them, creates a safety net that catches problems early rather than after serious harm has occurred.
Safe and respectful social media use
Social media is central to how many young people connect and express themselves, but it comes with social and safety challenges that children need help navigating. Age restrictions on platforms exist for a reason, and parents should be aware of the platforms their children are using and whether those platforms are appropriate for their age. Children should know how to use privacy settings to control who can see their posts and contact them, how to block and report users who behave inappropriately, and how to report harmful content they encounter. Cyberbullying is a serious and growing concern. Children should understand that treating others unkindly online carries the same weight as doing so in person, and that unkind messages or posts can cause lasting harm and are often permanent. Parents and educators should talk regularly with children about what they are experiencing on social media, model respectful online behaviour themselves, and make it clear that reporting bullying or distressing content is the right thing to do, not something to be ashamed of.
What parents and educators can do
The most effective cyber safety education happens through ongoing conversation rather than a single talk or a set of rules. Parents and educators who maintain open, non-judgmental dialogue with children about their online experiences are far better placed to identify problems early and support children when something goes wrong. This means asking regularly and genuinely about what apps and games they are using, who they are talking to, and whether anything has happened online that made them feel uncomfortable. It also means being clear about expectations: what is and is not acceptable, why those expectations exist, and what the child should do if they encounter something that worries them. Schools play an important role too, embedding cyber safety into digital literacy programmes and ensuring children hear consistent messages both at home and in the classroom. Parental controls and screen time management tools can support but never replace this kind of ongoing engagement.
Australian resources and AICS support
Australia has strong dedicated resources for online child safety. The eSafety Commissioner is Australia’s national independent regulator for online safety and provides a wide range of educational materials, guides for parents and carers, and a reporting mechanism for cyberbullying, image-based abuse, and other harmful online content. These resources are freely available at https://esafety.gov.au. The Australian Cyber Security Centre (ACSC) also publishes practical guidance on protecting children online at https://cyber.gov.au. AICS supports cyber education across the community through its Cyberkids programme, which offers resources, webinars, and guidance designed for children, parents, and educators. Our aim is to help young Australians build genuine digital resilience rather than simply following a set of rules they do not fully understand. If you are a school, community organisation, or business interested in cyber safety education for young people, AICS can connect you with trained professionals and accredited resources to support that work. The earlier children develop strong cyber habits, the better placed they are to navigate an increasingly connected world safely and confidently.