Exercises: Online risks

Explain what cyberbullying is and how it differs from a one-off argument between classmates: think about repetition, the intention to cause harm and the imbalance between the attacker and the victim.

The figure shows who a minor can turn to when experiencing a serious online problem.

One of the resources is covered up: it is a free and confidential helpline, specialising in internet safety for minors and families. State which one it is and describe two initial steps that should always be taken in a serious online situation, even before calling.

A chain message dares minors to record themselves doing something dangerous and to nominate three friends. Explain why participating "just to avoid looking bad" is risky and write a brief, assertive response that you could give in the group.

Someone threatens you online ("if you don't do what I say, I'll post your photos"). List what you should and should not do in the first few minutes — reply or not reply, save or delete, tell someone or keep quiet — and justify each decision.

Explain simply what grooming is: an adult posing as a minor to gain the trust of a young person. State three early warning signs that should raise the alarm and who to tell if you detect them.

You receive a video with violent or disturbing content. Explain what to do and what not to do with it (watching it out of curiosity, forwarding it, reporting it on the platform, telling an adult) and why this type of content can affect you even if you watch it "just once".

Where is the line between a joke between friends and bullying? Explain what role is played by the other person genuinely laughing, enduring in silence or asking to stop, and what to do if you notice that a "joke" has crossed the line.

Research and note down three official support resources in Spain for online problems (helplines or support websites), stating what each offers and in what type of situation it should be used.

A classmate receives hurtful messages every night from an anonymous account and is thinking about deleting all her social media accounts without telling anyone. Explain why keeping quiet and isolating oneself worsens the situation, what evidence should be kept before deleting anything and who she should tell.

A friend misses training sessions and stops hanging out with the group to keep playing online; when he cannot play, he becomes irritable and sad. Indicate which signs of tech dependency appear in this case and what initial steps you would suggest to him and his family.

A stranger contacts a 14-year-old online, gains their trust over several weeks through compliments and ends up asking for intimate photos "as a sign of friendship". Explain what deception tactic is being used, why one should never comply with that request, and what the victim should do from the very moment they feel uncomfortable.

In a group chat that a classmate is not part of, several people laugh at him daily and send you screenshots. Analyse whether staying silent and watching makes you a bystander or a participant, what real options you have (not playing along, warning him, speaking to a teacher) and what you would do.

A "friend" met through an online game insists on switching to a private video call, asks for it to be "your secret" and starts asking increasingly personal questions. Explain what pattern of escalation these signs show (privacy, secrets, isolation from the group) and where and how to set boundaries.

Analyse why dangerous viral challenges spread so quickly (nominations, peer pressure, platform design rewarding extreme content) and design a safe, positive "counter-challenge" that could go viral in your school.

A friend is experiencing online harassment but does not want to tell her family because she fears they will take away her mobile phone "to protect her" and she will lose contact with everyone. Explain how you would talk to her and her family so they can protect her without isolating her, and what arguments you would use.

A stranger who obtained an intimate image of someone threatens to share it unless they send more material or money. Explain why giving in always makes the situation worse, what evidence should be preserved, who to report it to and why shame should not win: the fault lies entirely with the extortionist.

Analyse the phrase "after all, it's only the internet: nothing that happens there is real life". Reason why this is a dangerous mistake, relate it to the real-life consequences of cyberbullying and sextortion, and deduce two self-protection rules based on your analysis.

A platform allows users to report harassment accounts, but the reports take weeks to be resolved. Evaluate what the victim, their friends and the school can do in the meantime, and reason why the role of bystanders who witness the harassment without participating is decisive.

A classmate says: "By setting my profile to private and not adding strangers, I'm already completely protected; and if I ever experience cyberbullying or blackmail, the best thing to do is delete the chat, block them immediately, and not tell anyone to avoid trouble". Rebut their position by pointing out a serious flaw in their idea of prevention and another in the way they react to a problem. Then, design a digital self-protection plan for your class: propose three technical prevention measures that go beyond making a profile private and three ordered steps for immediate action (preservation of digital evidence, communication channels, and reporting) when facing an online aggression situation.

Analyse the responsibility of platforms regarding harassment: should they moderate and remove content even if that limits freedom of expression? Weigh up both values and propose three specific requirements (speed, transparency, special protection for minors) that platforms should meet.

Design your school's action protocol for a cyberbullying case: who receives the report, what is done with the evidence, how the victim is protected during the process and how the bully is dealt with afterwards.

Analyse the phenomenon of "digital witch-hunting" (or online mobbing): thousands of people publicly punish someone's mistake en masse. How is it similar to the harassment it claims to fight? Reason about proportionality, context and empathy, and propose a way to hold people accountable without public shaming.

Analyze the following message sent in a closed messaging group to a student going through a rough patch: "We really understand you here, we are your real family; don't talk about this with your parents or teachers because they wouldn't understand, and use our secret code so no one tracks the chat". Interpret what mechanisms of psychological manipulation and isolation lie behind these words (false sense of belonging and validation of harmful behaviors), predict what consequences cutting off contact with their real environment will have for this person, and design a support strategy: how you would talk to them without putting them on the defensive and what specialized channels (such as INCIBE's 017) you would turn to.

It is often said that anonymity is to blame for online harassment. Evaluate this idea: would harassment disappear with verified identities? Support your argument with what happens in the playground, where nobody is anonymous, and with the value of anonymity for vulnerable individuals, concluding with a nuanced position.

Unit challenge. Digital wellness audit: from data to action.

Do we manage technology in a healthy and safe way at home? Your mission is to act as a technology consultant to diagnose real habits and propose solutions in your environment.

1. Data collection: Check the "Digital Wellbeing" or "Screen Time" feature on your smartphone and that of two family members over two days. Record the daily hours spent on screens, distinguishing between leisure and obligations.

2. Risk detection: Conduct a short three-question cybersecurity survey with those same users (repeated passwords, accessing open Wi-Fi networks, and suspicious messages). Check the INCIBE website for recommendations regarding these risks.

3. Processing in LibreOffice Calc: Enter the data into a spreadsheet, obtain the average daily screen time in hours (for example, $3,5$ h) using formulas, and generate a comparative bar chart.

4. Family action plan: Write a short ten-point set of guidelines with four key commitments: two aimed at physical health or disconnection (avoiding nighttime blue light and a sedentary lifestyle) and two focused on active prevention against fraud and cyberbullying.

Assessment criteria:

• Systematic data recording and correct use of formulas and charts in LibreOffice Calc.

• Critical identification of digital risks contrasted with information from INCIBE.

• Feasibility, technical coherence, and originality of the proposed healthy measures.