The ‘Glaring Gap’: practitioner experiences of integrating the digital lives of vulnerable young people into practice in England

ABSTRACT

As young people increasingly rely on the internet to learn and socialise, the support they require becomes more complex. Some young people are more vulnerable online than others, such as young people in care or with Special Educational Needs. There is evidence that professionals working with vulnerable young people are ill-equipped to enhance children’s safety online and support them through recovery if required. This research aims to explore the understanding, experience and processes among a range of senior children’s services professionals and external specialists in England; identify the challenges faced in practice; and highlight recommendations for improvement. Twenty-nine participants, seven males and twenty two females, were interviewed using semi-structured interviews. Transcripts were analysed using thematic analysis. Findings suggested that participants have limited and fragmented awareness of young people’s risk and vulnerability online. Digital Life was not found to be fully integrated into practice. The focus was on identifying risk and less on understanding motivation or supporting recovery. Participants lacked up-to-date and specialised training, as well as assessment tools integrating digital lives, resulting in poor cross-agency working. Recommendations for practice and policy are discussed.

KEYWORDS:

• Online/digital risk
• online safety
• vulnerability
• young people
• children’s services practitioners/professionals

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The publication process of this study has received financial support from the Nurture Network (eNurture) and UK Research and Innovation (Research Council Grant Ref: ES/S004467/1). This is part of a project titled “Vulnerability, Online Lives and Mental Health: Towards a New Practice Model”.

Notes on contributors

Aiman El-Asam

Dr Aiman El-Asam is senior lecturer and researcher in Forensic Psychology at Kingston University London. Aiman's speciality covers Psychopathology and Mental Health, Problematic Internet Use, Online Risks, Cyber-Bullying/Victimisation, and legal implications. Aiman has previously managed a large-scale national longitudinal study on mental health, cyberbullying and problematic internet use, and is currently a Principal Investigator of two internationally funded projects.

Rebecca Lane

Rebecca Lane is a Research Assistant in the Department of Forensic and Neurodevelopment Science at the Institute of Psychiatry, Psychology and Neuroscience, King's College London. Rebecca's current work is focussing on Intimate Partner Violence and Abuse in relationships in which one or both partners is serving or has previously served in the military. Rebecca has research interest in transitions from children and adolescent secure services, trauma and adversity, and youth justice.

Kelli Pearson

Kelli Pearson is a research assistant and a graduate forensic psychology student with research interest in children and adolescents' behaviour.

Adrienne Katz

Adrienne Katz is an accredited online safety specialist working in schools and care settings, she has written books, regular resources, and reports on young people's online experiences. Adrienne has extensive experience of working with schools and children's services and was formerly a Regional Adviser for the Anti-Bullying Alliance.