Social media is an integral part of how young people communicate, build relationships, and express themselves. For young people with intellectual disabilities, digital platforms can offer important opportunities for inclusion and participation. At the same time, evidence shows that they may face higher exposure to online risks, particularly when adequate support and accessible education are limited (UNESCO, 2020; Livingstone et al., 2017).
In this context, promoting safer digital participation is not only about reducing risks, but also about enabling meaningful and confident engagement.
Unequal digital experiences
Research in Europe has consistently shown that children and young people do not experience the online environment in the same way. Digital skills, social context, and available support systems all influence how risks are encountered and managed (Livingstone et al., 2017).
Young people with intellectual disabilities may need more structured and accessible support to understand online interactions and boundaries, recognise potentially harmful behaviours, manage personal data and privacy. Rather than restricting access, current approaches emphasise the importance of building skills that support safe and autonomous participation.
Safer use of social media is closely linked to the development of practical competencies. These include recognising inappropriate or unsafe online behavior, understanding consent and digital boundaries, and knowing how and where to seek support.
Supporting positive identity development
Beyond safety, social media plays a key role in shaping identity. Digital spaces allow young people to explore who they are, connect with others, and express their views. Supporting positive identity development involves enabling young people to express themselves in ways that feel authentic, build confidence through interaction and, experience inclusion and belonging. At the same time, negative online experiences can affect self-esteem and well-being. This reinforces the importance of supportive environments that promote respectful interaction and reduce stigma.
The role of support systems
Safer and more inclusive digital participation depends not only on individuals, but also on the systems around them. Parents, educators, and youth workers can support young people by:
- creating open and trusting communication about online experiences
- providing guidance on safe online behaviour
- strengthening critical thinking and decision-making skills
European policy frameworks highlight that digital inclusion must go beyond access, focusing also on safety, skills, and meaningful participation (European Commission, 2022).
Towards inclusive digital environments
Initiatives such as the PRISCILLA project play a key role in this effort by developing accessible educational tools and resources. Its approach brings together safety and empowerment, helping young people with intellectual disabilities navigate digital spaces with greater confidence. Promoting safer digital participation is not about restricting engagement, but about creating the conditions for everyone to take part in ways that are inclusive, supportive, and respectful of their well-being.
In this perspective, PRISCILLA provides practical guidance and user-friendly tools that encourage safer online experiences while also fostering positive identity development.
Within the project, a dedicated learning programme has been designed to support people with intellectual disabilities in building essential skills and awareness. The aim is to help them balance protection from risks with the many opportunities offered by digital environments, such as connecting with others, building friendships, and exploring romantic or sexual relationships in safe and informed ways.
The learning programme is available for free download in English, Greek, Italian, Romanian, Macedonian, and Spanish at the following link: https://priscillaproject.eu/results-2/
References
UNESCO (2020). International technical guidance on sexuality education: An evidence-informed approach. Paris: UNESCO.
Livingstone, S., Mascheroni, G., & Staksrud, E. (2017). European research on children’s internet use: Assessing the past and anticipating the future. New Media & Society, 20(3), 1103–1122.
European Commission (2022). Digital Education Action Plan (2021–2027).
