Fads and crazes and the Internet

How the Internet and social media can turn fads and crazes into global phenomena


E-safety MemesWhen I was growing up, I remember countless fads and trends that came and went, either in the confines of school or within my group of friends at home. We could be trying to learn the latest cool trick with our ‘YoYos’, arming ourselves with plastic lemons full of water (our teachers hated that one!), skateboarding, scrambling on bicycles not built for the rough stuff and many more harmless activities that occupied us for a couple of months until the next big ‘thing’ came along.

It’s fair to say, and I think you’ll agree, that there was nothing particularly dangerous or sinister about our childhood fads (apart from those, maybe, that experimented with smoking or alcohol); however, in these days of social media, the historically innocent world of fads and crazes appears to have found a much darker and frankly disturbing format that worryingly some children appear to be compelled to follow.

In recent years, one of the most high profile online crazes was the furore surrounding the Internet meme ‘Slenderman’ - a fictional supernatural character that was created on a horror Internet forum as part of a competition whereby users were asked to edit existing, everyday photographs to make them appear paranormal. The original poster submitted two black and white images of a group of children and added an abnormally tall and thin, phantom-like figure, in a black suit with no distinguishable facial features - this became known as the ‘Slenderman’. The whole phenomenon went viral on various social media, with a whole wealth of new photographs and stories appearing daily and it wasn’t long before claims were being made that the character was, in fact, real. In May 2014, however, two girls in Wisconsin took the phenomenon to a whole different, macabre level. When they allegedly took a twelve year old classmate to woods near their home and stabbed her 19 times, saying to the authorities later that they had attempted to commit a murder in order to become ‘proxies’ of the ‘Slenderman’ - their victim survived.

The online craze that is the ‘Slenderman’ was also cited as an influence on young people aged 12 to 24 on the ‘Pine Ridge Indian Reservation’ where an epidemic of suicide attempts occurred.

Another craze started out as a drinking game in Australia. The original idea of the game, which was given the title of ‘Neknominate’ or ‘Neck and Nominate’ was to ‘neck’ an alcoholic drink (usually a pint of beer) and then nominate others to do the same. When comments, images and videos of ‘Neknominate’ participants started to appear on social media platforms it again went quickly viral. The problems with these crazes comes when the competitive spirit of some the potential participants takes hold and they consequently raise the level of the challenges. In the case of ‘Neknominate’, it is alleged that five people died as a consequence of the challenges - one participant fatally downed a pint of vodka, whilst another died after reportedly mixing an entire bottle of wine, a quarter bottle of whiskey and a can of lager and ‘necking’ the lot!

Thankfully, some good did come out of this irresponsible craze when a group of South Africans decided to turn it on its head and challenged others to carry out random acts of kindness for others - these also spread virally and picked up such titles as ‘Feed the Deed’ in Canada and ‘SmartNominate’ in France, which encouraged people taking part to give food to the homeless or donate blood.

Unfortunately, it would appear that the spread of crazy and down right dangerous pursuits over social media show no signs of letting up. Earlier this year (May 2015), the Mail Online reported on a new, and in my opinion staggeringly stupid, craze called the ‘Fire Challenge’, where young people film themselves pouring an inflammable liquid over their bodies and setting themselves alight. There have already been cases where stunts have gone wrong and the participant has been left badly burned and a 15 year old in the USA burned to death when his entire body was engulfed in flames.

These days, social media provides a vehicle for fads and trends to spread virally throughout the global community like nothing else previously - even television cannot claim to have contributed to the proliferation of historical trends anywhere close to what the Internet can. The ubiquitous nature of Facebook, Twitter, YouTube and other social platforms that can be accessed via desktop and mobile devices means that any potential phenomena can reach huge audience very quickly. In 2014, a positive example of how a craze can go viral occurred in the US, by way of the ALS Ice Bucket Challenge, where a person dumps, or has dumped on by friends, a bucket of ice water over their heads to promote awareness of the disease Amyotrophic Lateral Sclerosis and encourage donations to charities involved in research of the disease. In the UK, people took part in order to support the Motor Neurone Disease Association.

It is often a great experience when you feel part of a movement or phenomena, you can say to friends “yeah, I did that too!” You feel part of an exclusive club or community and if the common activity is a force for good like helping a charity or showing kindness then long may it continue, but when it comes fads or crazes that demand risky pursuits, I am reminded what my parents said whilst chastising me, as a child, when I had done something stupid following the lead of a so-called friend:

“If Joe Smith jumped off a cliff would you follow and jump off too?”

If you have come across good or bad social media trends, please share your expereince using the comments section below.

Written by Steve Gresty on June 25, 2015 10:32

Teaching e-safety in primary schools

How can e-safety be taught more imaginatively to engage but not startle children?

Teaching e-safety in primary schools is a delicate balancing act. On the one hand there is evidence that primary aged girls in particular and some boys, are becoming fearful of the Internet and on the other hand we know that just under two thirds of 10-11 year olds always follow the e-safety advice they have been taught. Many girls only do so because they are scared ‘something bad will happen to me’. The remainder follow the advice intermittently or never.

At a recent parents’ evening a mother passed me a note which read ‘My daughter is too scared to have a mobile phone.’ I decided to look again at the most recent responses of primary school girls to our annual Cybersurvey. There it was again, so many were saying how scared they were. Have they been frightened by scary stories about the dangers of the Internet? The boys on the other hand occasionally mentioned fear, but strongly emphasised problem solving skills and their wish for autonomy. Again and again they included the word’ myself’ in their answers. ‘I found out for myself’ or ‘I sort out problems myself’ or they said they followed the e-safety advice ‘because I want to play and watch things.’

Thinking about what we want for our young people and their online futures, I knew it was not obedience because of fear, or a lackadaisical approach to following e-safety advice displayed by those who said they ‘sometimes’ or ‘never’ follow the advice. By the age of 14 those who are not carefully following e-safety advice constitute almost three quarters of all students! Instead I wanted that burgeoning wish for autonomy and digital competence to be encouraged.

This has led to soul searching and workshops, surveys and discussions with teachers, students and parents. How can e-safety be taught more imaginatively to engage but not startle children and how can we get stickiness so that they do not drift away from adherence in the teen years when they need it most? We know that cyberbullying and high risk behaviours peak in the mid-teens.

Furthermore our survey data collected over seven years found that children and young people in vulnerable groups felt their e-safety education was not working for them. They were more likely to take multiple risks online, share explicit images (yes a few even at age 11) and to visit inappropriate sites and those encouraging self-harm, anorexia or gambling. Though small, this worrying group represent the children most in need of support.

The next step was to try to create activities that could be adaptable and used to engage children, excite them, and encourage their wish to take charge of their online lives. When they were asked for their ideas, a fascinating range of suggestions were offered. We could use fiction, drama, art, spot the difference games, debates, quizzes and digi-dilemmas to bring home the messages.

Clearly not all types of activity will suit every child, but getting our messages right and using a wide range of delivery styles we could have a better chance of success. Then there is the structure of the teaching. Going back to good teaching methods with regular re-caps and building step by step on what was learned before, breaking it down into chunks, giving practical demonstrations – all build up knowledge gradually in an age appropriate way. Don’t have a guest in for a day to give sessions on e-safety and then disappear. Think of it like maths! Don’t move on until they fully understand the first step.

One suggestion in my book is to colour code the messages so that any advice on ‘safe searching’ for example is always delivered in the same colour and wall displays or handouts reflect this. Any tools in your armoury for teaching should be harnessed to delivering e-safety. It could arguably be the most important skill the children will take forward into their future lives. Above all it needs to be a partnership with children and young people as we explore the internet and new devices, apps and software together. It cannot work if we simply hand down a set of rigid rules even though that is tempting because it appears to be easier.

  • Use colour to separate the messages for wall displays (Safe search, safe talk, safe posting each take a colour and always remain linked to that colour etc.)
  • Break the information into short digestible chunks
  • Re-cap or test with a quiz or a kinetic activity before moving on
  • Include practical demonstrations with older children helping younger ones
  • Avoid using scare tactics,
  • Emphasise how they can learn to problem-solve or report to an adult, they can take charge of their online lives
  • Use characters and stories adapted from favourite fiction or movies to illustrate situations for pupils to problem-solve. How did the wolf know when Red Riding Hood was going to be at her gran’s? He cracked her password which was weak (RRHood).
  • If you would like to share your tips on engaging pupils on this difficult topic, please use the comments section below

    Written by Adrienne Katz on June 18, 2015 08:42

    Stop Cyberbullying Day - Friday 19th June

    Join the Cybersmile Foundation in creating awareness and encouraging positive action against cyber bullying


    E-safety Cybersmile SCD2015Stop Cyberbullying Day is an annual day where everybody can get involved and make a difference both on and off-line. The Cybersmile Foundation are asking everybody who cares about cyberbullying and online hate campaigns, to join their growing movement for action against online bullying and to help create a much safer more enjoyable environment for our children’s future.

    The Cybersmile Foundation is a multi-award winning anti cyberbullying non-profit organisation. Committed to tackling all forms of digital abuse and bullying online, they work to promote diversity and inclusion by building a safer, more positive digital community.

    Through education and the promotion of positive digital citizenship, they reduce incidents of cyberbullying and through their professional help and support services they enable victims and their families to regain control of their lives.

    Founded in 2010 by the parents of children directly affected by cyberbullying, Cybersmile has grown to become the worlds leading anti cyberbullying non-profit organisation. Their educational programs, support services and messages of hope and positivity reach millions of people around the world each year, whilst maintaining their core values of integrity, equality and compassion – the Cybersmile hallmark.

    Stop Cyberbullying Day #SCD2015 is an innovative and dynamic day of awareness and positive action against cyberbullying.

    Online activities and events will be giving everyone the opportunity to help make a difference and join the growing movement for positivity.

    One of the objectives of Stop Cyberbullying Day is for teachers and pupils to be made aware of the organisation’s work and the services they offer to anybody affected by or concerned with cyberbullying.

    The many individuals and organisations participating during the day will drive the message towards awareness and advice for the many thousands of people affected by cyberbullying and online hate campaigns.

    To find out more and download the SCD2015 Information Pack, visit the Cybersmile Foundation website.

    All E-safety Support members can download a Cyber Bullying Assembly from their dashboard.

    Written by Safeguarding Essentials on June 11, 2015 10:59


    Join Safeguarding Essentials

    • Protect your pupils
    • Support your teachers
    • Deliver outstanding practice

    Recent Stories
    Story Tags
    2fa addiction anti_bullying_alliance #antibullyingweek anti-radicalisation apps ask.fm assembly avatars awards awareness bett Breck_Foundation bug bullying BYOD calendar cber_bullying #CEADay20 censorship ceop chatfoss checklist child child_exploitation childline childnet child_protection childwise christmas ClassDojo classroom competition cookies Covid, CPD creepshot CSE curriculum cyberbullying cyber_bullying cyber_crime cybersmile_foundation cybersurvey data_protection DCMS Demos development devices DfE digital_citizenship digital_footprint digital_forensics digital_leaders digital_literacy digital_native digital_reputation digital_wellbeing ecadets eCadets education e-learning emoticon e-safe esafety e-safety e-safety, e-safety_support esports #esscomp #esstips ethics events exa exploitation extreemism extremism extremism, facebook fake_news fantastict fapchat FAPZ film filtering freemium #Freetobe friendly_wifi gaming GDPR #GetSafeOnline glossary GoBubble gogadgetfree google governor grooming #GSODay2016 guidance hacker hacking health, holiday icon information innovation inspection instagram instragram internet internet_matters internet_of_things internet_safety into_film ipad iphone ipod irights IWF KCSIE #KeepMeSafe knife_crime language leetspeak lesson like linkedin live_streaming lscb malware media mental_health mobile momo monitor monitoring naace national_safeguarding_month navigation neknominate netiquette network news NHCAW nomophobia nspcc NWG ofcom offline ofsted omegle online online_identity online_safety oracle parents password phishing phone Point2Protect policy pornography power_for_good pressure PREVENT primary privacy professional_development protection PSHE PSHE, #pupilvoiceweek radicalisation ratting rdi relationships reporting research risk robots rocketlearn RSE RSPH safeguarding safeguarding, safer_internet_day safety SCD2015 #SCD2016 school screen_time sdfsdf security self-harm selfie sexting sextortion ShareAware sid SID SID2016 SID2017 SID2018 SID2019 SID2020 smartphone snapchat snappening social_media social_media, social_networking staff staff_training #standuptobullying statutory_guidance Stop_CSE stop_cyberbullying_day stress students survey swgfl SWGfL tablet teach teachers technology terrorism texting TikTok tootoot training TrainingSchoolz TrainingToolz trends troll trolling twitter UKCCIS uk_safer_internet_centre UK_youth unplug2015 video virus VPN webinar website wellbeing we_protect what_is_e-safety wifi wi-fi windows wizard working_together yik_yak young_people youthworks youtube YPSI yubo
    Archive