Digital literacy matters, but safer systems must meet children beyond the classroom
Virginia’s updated school internet-use requirements direct public school divisions to integrate instruction on online scams, misinformation and AI-generated content into their internet-safety programmes. School boards must review their acceptable-use policies every two years, publish them and certify compliance annually.
What it could improve
The measure modernises school internet-safety education beyond traditional blocking and filtering. It recognises that children need critical reasoning skills to assess deceptive content, AI-generated material and online manipulation. Regular policy review and public accountability can help schools update their approach as technologies and risks change.
What remains unresolved
Education can strengthen children’s judgement, but it cannot correct digital services that continue to recommend harmful material, enable unsafe contact or use manipulative design.
- The requirements apply through school policy and instruction; they do not automatically protect children using cellular, home or public networks.
- Filtering can block specified material on school systems, but it cannot provide a developmentally appropriate experience across the wider Internet.
- Lessons on misinformation and AI need suitable curricula, trained educators and continuing evaluation rather than a one-time compliance exercise.
- Schools must protect student data when instructional platforms and AI systems process children’s information.
- Parental authorisation and acceptable-use rules cannot replace the responsibility of technology providers to make their own products safer.
The Child-Friendly Internet perspective
The Child-Friendly Internet view treats education as one part of a wider ecosystem. Schools should build children’s judgement and autonomy, while school networks, devices and participating services apply age-appropriate safeguards. Protection should not disappear when a child crosses the school gate or changes connection.
- Combine digital literacy with Safe by Design duties for services children use.
- Extend appropriate protection across school, home, cellular and public access environments.
- Use age and developmental context without exposing a child’s identity to every service.
- Evaluate whether instruction improves confidence, judgement, safety and beneficial participation.
The central question
How can digital literacy help children exercise judgement while the digital environment also carries its fair share of responsibility?