Private by Default: Helping Young People with Intellectual Disabilities Protect Their Personal Information Online A home address in a profile bio, a school uniform in a selfie, a location tag on a story. Each of these seems harmless on its own. Together, they can tell a stranger exactly who a young person is, where they live and when they are alone. For young people with intellectual disabilities, protecting personal information is one of the most important online safety skills, and one of the least taught. Why privacy is a particular challenge Young people with intellectual disabilities use the internet for the same reasons as their peers: friendship, entertainment and belonging. Research shows, however, that they often face barriers in judging online risk. These include difficulty with abstract ideas such as “audience” or “permanence”, and a strong wish to be accepted socially (Chadwick, Wesson & Fullwood, 2013). Studies of young adults with intellectual disabilities find that many share personal details with online contacts they have never met in person (Jenaro et al., 2018). This matters because personal information is what people who seek to exploit young people collect first. Research on cybervictimisation shows that young people with intellectual or developmental disabilities are particularly exposed to sexual solicitation, which often begins with requests for apparently ordinary information (Normand & Sallafranque-St-Louis, 2016). The CO:RE “4Cs” framework describes this as a contact risk. These risks develop over time through exchanges that slowly build trust, not through a single dangerous moment (Livingstone & Stoilova, 2021). Privacy is a right, not only a risk Privacy should not be presented only as a list of prohibitions. The UN Convention on the Rights of Persons with Disabilities protects the right to privacy for persons with disabilities on an equal basis with others (Article 22) and the right to access information (Article 21). In the EU, the Digital Services Act requires online platforms accessible to minors to put in place appropriate measures for their privacy, safety and security. It also requires all platforms to offer easy-to-use reporting tools (Regulation (EU) 2022/2065, Articles 16 and 28). Young people have the right to use these tools, and they should be shown how. Five practical steps for educators and carers Use the “front door” test. Ask: “Would you tell this to a stranger at your front door?” A concrete comparison works better than abstract rules. Check settings together. Sit down with the young person and set accounts to private, turn off location sharing and review who can send messages. Repeat this after every app update. Make a “private list”. Together, write down information that stays offline: full name, address, school, phone number, passwords and photos showing these details. Practise saying no. Role-play requests such as “Where do you live?” or “Send me a photo” and rehearse calm, short replies. Teach the report button. Show where the block and report functions are on each platform the young person uses, and make clear that reporting is never “getting someone in trouble” unfairly. Easy-to-read materials, short videos and repetition make these skills last (Inclusion Europe, 2009). Conclusion Protecting personal information does not mean withdrawing from digital life. It gives young people with intellectual disabilities the confidence to participate safely, on their own terms. PRISCILLA’s educational programme and training materials for professionals and caregivers support exactly this goal. References Chadwick, D., Wesson, C., & Fullwood, C. (2013). Internet access by people with intellectual disabilities: Inequalities and opportunities. Future Internet, 5(3), 376–397. Inclusion Europe. (2009). Information for all: European standards for making information easy to read and understand. Inclusion Europe. Jenaro, C., Flores, N., Cruz, M., Pérez, M. C., Vega, V., & Torres, V. A. (2018). Internet and cell phone usage patterns among young adults with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 31(2), 259–272. Livingstone, S., & Stoilova, M. (2021). The 4Cs: Classifying online risk to children (CO:RE Short Report Series on Key Topics). Leibniz-Institut für Medienforschung | Hans-Bredow-Institut. Normand, C. L., & Sallafranque-St-Louis, F. (2016). Cybervictimization of young people with an intellectual or developmental disability: Risks specific to sexual solicitation. Journal of Applied Research in Intellectual Disabilities, 29(2), 99–110. Regulation (EU) 2022/2065 of the European Parliament and of the Council of 19 October 2022 on a Single Market for Digital Services (Digital Services Act). Official Journal of the European Union, L 277, 1–102. United Nations. (2006). Convention on the Rights of Persons with Disabilities. United Nations.

Spot cyberbullying. Stop cyberbullying. Support youths. A message appears on the screen. Then another. What starts as a joke quickly becomes a stream of hurtful comments, fake profiles, or threatening messages. For many young people, this is the reality of cyberbullying, a type of bullying that doesn’t end when the school bell rings. For youths with disabilities, the risks can be even greater. Communication barriers, social isolation and greater reliance on digital technologies may increase their vulnerability to online abuse. Yet the same technology that can expose young people to harm can also become one of the most powerful tools for protection. Research from UNESCO (2021), UNICEF (2020) and the World Health Organization (2022) consistently shows that preventing cyberbullying requires a combination of accessible communication, digital literacy, thoughtful monitoring and supportive adults who know when and how to step in. Creating safer online spaces begins by giving every young person the ability to communicate, report concerns and confidently navigate the digital world.   Giving every young person a voice Imagine not being able to explain that someone is bullying you online. For many young people with complex communication needs, this may be a reality. Augmentative and Alternative Communication (AAC) gives them a way to express themselves through devices, apps, symbols and communication systems: Moderated messaging platforms Speech-to-text, text-to-speech and screen readers Educational games on online safety Picture Exchange Communication Systems (PECS) Symbol-based communication apps Low-tech communication boards Research from ISAAC (2026) and ASHA (2026) shows that AAC promotes participation, independence and social inclusion: key factors in reducing vulnerability to cyberbullying. By removing communication barriers, AAC helps young people report abuse, seek support and participate safely and confidently online.   Technology can help, but it can’t replace people Technology doesn’t understand context the way people do. A sarcastic joke between friends may be interpreted as harassment, while subtle bullying can sometimes go unnoticed. That’s why experts recommend combining automated monitoring with human oversight. The World Health Organization (2022) emphasizes that the most successful approaches bring together technology, education, families, schools and communities to create supportive digital environments. For young people with disabilities, monitoring strategies should also: Be adapted to different communication needs Respect privacy while ensuring safety Allow anonymous reporting of bullying Include regular evaluation and feedback Record repeated incidents to identify ongoing patterns of abuse The objective is not surveillance, it’s early support.   Your social media already has safety tools. Are you using them? Many people don’t realise that the platforms they use every day already include powerful tools to reduce online risks. Whether it’s Instagram, TikTok, Facebook, YouTube, or other social media, a few simple settings can dramatically improve online safety. Take a few minutes to: Explore “Meta Family Centre” for Facebook and Instagram Understand “Family Pairing” for TikTok Turn on “Restricted Mode” on YouTube (Google Family Link) Filter offensive comments, available on all social media Make your account private, protect your personal information Limit who can contact or follow you Remove suspicious followers/friends Block fake or abusive accounts, report them Report harassing comments instead of answering them Check your privacy settings regularly, especially after updates According to UNICEF (2020), learning how to use these built-in safety features is one of the simplest and most effective ways to reduce exposure to cyberbullying.   Could you spot a fake profile? At first glance, everything looks normal. Even the profile photo seems real. But something doesn’t feel right. Fake accounts are often used for trolling and other kind of cyberaggression. Fake profiles are no longer easy to spot. AI-generated images and stolen photos make fake profiles harder to recognise.These accounts are often used to impersonate others, spread misinformation, or engage in cyberbullying through hostile comments and offensive posts. Encourage young people to look for digital patterns, such as unusual activity, contradictory information, or aggressive behaviour, so they can spot a fake profile.   Building a kinder digital future Cyberbullying isn’t just a technology issue; it’s a human issue. The evidence is clear: creating safer online communities requires empathy, education, effective communication, and responsible digital citizenship. When young people feel safe asking for help, they are better equipped to recognise risks, respond to harmful behaviour, and support one another online. Youths deserve to feel heard and safe. And together, we can build a digital world where respect and kindness are just as powerful as technology itself. References ASHA – American Speech-Language-Hearing Association (2026). Augmentative and Alternative Communication (AAC). ISAAC – International Society for Augmentative and Alternative Communication (2026). What is AAC? UNESCO (2021). Creating Safe Digital Spaces. UNICEF (2020). Cyberbullying: What Is It and How to Stop It. WHO – World Health Organization (2022). What Works to Prevent Online Violence Against Children?

The PR.I.S.C.I.L.LA project continues its commitment to preventing digital risks through the development of a training programme addressed to professionals and caregivers working with young people with intellectual disabilities. In a context where the use of social media is increasingly widespread, it is essential to strengthen the competences of those who support young people, enabling them to guide them in a safe, aware and effective way in the digital environment. This new training pathway complements the educational programme designed for young people with ID, with the aim of providing professionals with the tools needed to replicate its content and to offer qualified support in cases of online risk or abuse, particularly those related to sexual cyberbullying. The training programme: objectives and approach The programme is designed as a e- learning course, combining online theoretical learning practical activities, for a total duration of approximately 7 hours. The methodological approach is based on active, interactive and multisensory learning techniques, including case studies, role playing, audiovisual materials and artistic stimuli to foster engagement and reflection. The main objectives of the programme are to: • understand the risks and opportunities related to the use of social media by young people with intellectual disabilities; • recognise indicators of digital sexual harassment and cyberbullying; • acquire strategies to respond appropriately to risky situations; • support young people in developing a conscious use of social media, also through the concept of “positive risk-taking”; • effectively replicate the educational programme developed within the project. The programme is grounded in key educational principles such as self-determination, supported decision-making and the promotion of a balance between protection and autonomy. Structure of the training curriculum The programme is structured into five modules, each lasting approximately 1.5 hours, designed to provide practical and immediately applicable skills in professional settings: 1. Use of social media and interpersonal relationships: explores the benefits and risks of social media use, focusing on its impact on the development of personal and affective relationships among young people with intellectual disabilities. It provides tools to understand digital communication and support healthy and conscious interactions; 2. Supporting positive risk-taking: introduces strategies to accompany young people in exploring social media safely, promoting autonomy and awareness. The module focuses on balancing independence and protection, and provides tools to support decision-making processes; 3. Recognising signs of cyberbullying: offers practical guidance to identify behavioural and emotional indicators of risk, together with concrete examples and observation tools; 4. Responding to online risky situations: provides operational guidelines for intervening in case of negative online experiences, with particular attention to emotional aspects, crisis management and collaboration with families and services. It also includes references to legal responsibilities and reporting procedures; 5. Implementing the PR.I.S.C.I.L.LA programme in local contexts: offers practical guidance on how to adapt and replicate the educational programme in different contexts, taking into account target groups and available resources. Expected results and impact At the end of the programme, participants will be able to guide young people with intellectual disabilities in using social media in a safer and more conscious way, while promoting autonomy, well-being and digital inclusion. The programme also aims to improve the quality of youth work by fostering a more skilled and aware workforce, better equipped to address the challenges of the digital world. The approach values the involvement of families and multidisciplinary collaboration, which are essential for providing effective and long-term support. Participants who complete the training will receive a Youthpass certificate, recognising the competences acquired during the programme. A step forward towards safer and more inclusive digital communities With this new training programme, the PR.I.S.C.I.L.LA project strengthens its impact by extending its educational action to adults who support young people, creating the conditions for a wider and more sustainable dissemination of digital competences. Investing in the training of professionals and caregivers means building a stronger support system, capable of preventing online risks and promoting a positive, conscious and safe use of social media among young people with intellectual disabilities. This press release is available in: EnglishItalianGreekSpanishRomanian