Bullying is a serious issue that has been studied extensively, particularly in European schools since the 1970s, thanks to the pioneering work of Dan Olweus. Initially, bullying was often seen as a normal part of growing up, but over time our understanding has changed. Today we recognise bullying as a harmful behaviour that can have long-lasting consequences. It is characterised by repeated aggressive actions, a power imbalance and emotional distress for the victim. An increasingly worrying form of bullying is cyberbullying, especially when it involves sexual harassment. As more and more young people interact online, bullying has moved beyond the classroom and into the digital world. Cyberbullying can include spreading rumours, sending hurtful messages or sharing private images without consent. A particularly harmful aspect is sexual cyberbullying, where explicit or inappropriate content is directed at the victim. This type of harassment can have serious emotional and psychological effects, making it a critical issue that demands our attention. Bullying and cyberbullying are even more pressing issues for young people with intellectual disabilities (ID). These individuals are often more likely to be bullied than their peers without disabilities. This vulnerability is often due to challenges such as limited social skills, less awareness of potential dangers and greater dependence on others for support. In some cases, people with intellectual disabilities may not fully understand the seriousness of cyberbullying, especially when it involves sexual content or exploitation. Research by Jenaro et al (2018) highlights that cyberbullying among adults with intellectual disabilities is a growing concern. They found that adults with ID often struggle to recognise abusive behaviour online and may not report incidents of cyberbullying due to fear, stigma or a lack of understanding about how to seek help. In addition, their findings highlight the role of social isolation and limited digital literacy as factors that increase the risk of victimisation. When cyberbullying involves sexual harassment, the consequences can be severe, including emotional trauma, social withdrawal and a decrease in overall well-being. The PR.I.S.C.I.L.LA project: Preventing Incident of Sexual Cyberbullying in Intellectual disability  The PR.I.S.C.I.L.LA project aims to create an educational programme to help young people with intellectual disabilities navigate social media and the internet safely and responsibly. The programme focuses on ‘positive risk-taking’, encouraging participants to expand their social networks and build confidence, while minimising the risks of cyberbullying and online sexual harassment. The project has two main aims: First, it will provide an active learning based training programme for young people with intellectual disabilities. Second, it will provide a blended learning course for youth workers to help them support their clients to use digital tools safely. This approach will equip both young people and the professionals who work with them with the skills they need to navigate the digital world safely and protect themselves from online harm. Resources: Jenaro, Cristina; Flores, Noelia; Vega, Vanessa; Cruz, Maribel; Pérez, Ma. Carmen; Torres, Víctor A. . (2018). Cyberbullying among adults with intellectual disabilities: Some preliminary data. Research in Developmental Disabilities, 72(), 265–274. doi:10.1016/j.ridd.2017.12.006   Image from Freepik 

Life in today’s world is increasingly characterised by the constant presence and use of the Internet and social media. In a very short period of time, social communication patterns among young people have changed and the internet has given rise to innovative ways of making connections and building relationships (Löfgren-Mårtenson, 2008). However, for people with intellectual disabilities, the digital space can be an empowering tool or a source of challenges.  Unlocking opportunities: Online social networking sites offer incredible opportunities for people with intellectual disabilities. Social media and the internet allow individuals to communicate with a wider audience, which can reduce feelings of loneliness and social barriers (Chadwick et al, 2013). Online environments offer the opportunity to stay in touch with friends, make new friends and find a community of people who share the same interests, encouraging the exchange of ideas and opinions, thereby enhancing self-esteem and interpersonal skills (Holmes et al, 2014). In addition, online platforms provide opportunities for social and romantic interactions, fostering a sense of independence and privacy (Löfgren-Mårtenson, 2008). Navigating the challenges: The digital world can also pose significant challenges and risks. Online conversations, because they take place without face-to-face confrontation, can expose people to potentially dangerous situations (Dunbar 2012). This risk is particularly high for the most vulnerable, who are more exposed to crimes such as financial fraud, harassment and sexual cyberbullying (Borgström et al 2019). Numerous testimonies from people with intellectual disabilities have reported negative experiences of using social media, including receiving unwanted messages with offensive comments or requests of an explicitly sexual nature (Holmes et al, 2014). The role of caregivers:  Parents and caregivers have been identified as key supporters of technology use by people with intellectual disabilities, although this often involves forms of control and restrictions (Löfgren-Mårtenson, 2008; Palmer et al. 2012). Specifically, these strict boundaries occur because caregivers consider these people to be particularly vulnerable and try to protect them from online risks by restricting their access to the internet (Molin et al., 2015). However, these behaviours can limit the development of self-determination and independence of people with intellectual disabilities, leading to a disconnection from the vast opportunities offered by the Internet (Löfgren-Mårtenson, 2004).  The importance of education and awareness raising: In order to promote the safe and independent use of the internet, it is essential to educate and raise awareness on the issue, teaching people with intellectual disabilities the importance of the digital space, how to use it correctly and how to deal with potential problems that may arise (Chiner et al., 2017). It is also important to involve carers and educate them to adopt a shared decision-making approach and negotiation processes to ensure safe use of the internet, while respecting the privacy and autonomy of people with intellectual disabilities (Seale, 2014). While the online world and social networks are a source of potential risks, they also offer many opportunities for personal and social growth for people with intellectual disabilities (Holmes et al, 2014). Only a deeper understanding of these aspects will make it possible to promote an inclusive, responsible and safe use of the internet for these people (Chiner et al, 2017). References Borgström, Å., Daneback, K., & Molin, M. (2019). Young people with intellectual disabilities and social media: A literature review and thematic analysis. Scandinavian Journal of Disability Research, 21(1), 129-140. Chadwick, D., Wesson, C., & Fullwood, C. (2013). Internet access by people with intellectual disabilities: Inequalities and opportunities. Future internet, 5(3), 376-397. Chiner, E., Gómez‐Puerta, M., & Cardona‐Moltó, M. C. (2017). Internet use, risks and online behaviour: The view of internet users with intellectual disabilities and their caregivers. British Journal of Learning Disabilities, 45(3), 190-197. Dunbar R. (2012) Social networks. New Scient, 214: 1–9. Holmes, K. M., & O’Loughlin, N. (2014). The experiences of people with learning disabilities on social networking sites. British Journal of Learning Disabilities, 42(1), 1-5. Löfgren-Mårtenson, L. (2004). “May I?” About sexuality and love in the new generation with intellectual disabilities. Sexuality & Disability, 22(3), 29-3 Löfgren-Mårtenson, L. (2008) ‘Love in Cyberspace: Swedish Young People with Intellectual Disabilities and the Internet1’, Scandinavian Journal of Disability Research, 10(2), p. 125-138. Available at: https://doi.org/10.1080/15017410701758005. Molin, M., Sorbring, E., & Löfgren-Martenson, L. (2015). Teachers’ and parents’ views on the Internet and social media usage by pupils with intellectual disabilities. Journal of Intellectual Disabilities, 19(1), 22-33. doi:10.1177/1744629514563558  Seale, J. (2014). The role of supporters in facilitating the use of technologies by adolescents and adults with learning disabilities: a place for positive risk-taking. European Journal of Special Needs Education, 29(2), 220-236. doi: http://dx.doi.org/10.1080/08856257.2014.906980 PH Samson Katt