The report 'Disadvantaged children and online risk'' by Sonia Livingstone, Anke Görzig and Kjartan Ólafsson considers the inequalities in risk and safety issues regards children and youth. Based on the theory of the 'the knowledge gap,'' namely that the more information and guidance is available, the more it is generally taken up by the information-rich rather than the information-poor, the authors point out that just making resources available may increase inequalities.
The analysis is drawn on the EU Kids Online survey of 25,142 children aged 9- 16 who used the internet across 25 countries. To verify their assumptions the authors compared the risks and the resources, available to children from specific disadvantaged groups. These children are either disadvantaged by lack of economic or cultural capital or they are disadvantaged through social or psychic vulnerability.
<p<The results reveal that demographic factors, educational or economic disadvantage, psychological disadvantage or vulnerability as well as social disadvantage or discrimination can have an effect on risk and safety of children and youth online. They showed for instance that 27% of children, who have parents with lower secondary education or less, report fewer online risks than the European average, but are more upset when they encounter risks. They also claim fewer digital literacy and safety skills than the average. Children with mental, physical or other disabilities report raised risk levels, especially in relation to contact risks. They find these more upsetting in relation to meeting new online contacts offline.</p>
The differences reported pinpoint the importance of targeting safety resources differently for different minority groups. At the end of the report, the authors give useful recommendations to providers, explaining the needs of disadvantaged children.
For further information please find the survey enclosed.