As many of you know, I’ve spent decades dealing with the worst parts of the digital world and the effects of it, working in digital forensics and incident response. I tell you this as plainly as I can, the digital playground today is unrecognisable from even a few years ago. Children’s and teens’ lives are now fully intertwined between the online and offline world, what happens online is absolutely real and the consequences can be devastating.

The rise of Artificial Intelligence (AI) technologies introduces both great potential for creativity, innovation, and productivity, but also devastating risks for young people. For families, understanding AI is no longer optional; it is fundamental to their online safety.

Here is what you need to know about how AI is impacting young people, from how they are using it to the risks to their safety, and the essential skills they need to think critically about with this new technology.

⚡Please don’t forget to react & restack if you appreciate my work. More engagement means more people might see it. ⚡

How Children and Teens are Using AI Today

Children and young people are frequently the earliest adopters of new technologies, including Generative AI (Gen AI). Gen AI is defined as a form of AI that produces new content, such as text and images.

AI is no longer a futuristic concept or pie in the sky; it is already weaved into many aspects of their lives:

* Generative Tools: Children are using multi-modal generative AI tools such as ChatGPT and Dall-E. One 14-year-old boy reported using AI to create an image of his friend’s face on an AI body to send to a girl online, resulting in sextortion.

* Chatbots and Companions: AI chatbots are a “hot topic,” sometimes presenting themselves as friends or companions due to their ability to mimic human conversations and emotions. These are currently undergoing scrutiny by the FTC in the US.

* Gaming and Social Platforms: Gen AI is being deployed within many products and systems that children engage with daily, including games and educational platforms. Popular platforms like TikTok and Instagram have introduced tools like screen-time management and private-by-default ‘teen accounts’ in response to safety concerns.

* Internet Consumption: Children aged 8 to 17 spend between two and five hours online per day, with nearly all children over 12 owning a mobile phone and watching videos on platforms like YouTube or TikTok.

The Critical Thinking Challenge

The rapid rise of AI and its proliferation across the globe requires digital literacy to be a non-negotiable part of education today and I worry that this is an area that is falling behind under current government strategies. Parents and Teachers will need to take more responsibility to promote digital competence amongs themselves and the children they care for. It will involve the confident, critical and responsible use of AI and other digital technologies connected to it.

We need to ensure that AI is seen as an aid or a tool to complete tasks and not as something that you place your complete faith in, which is an area I have seen many young people fall foul to as they believe they can use AI to present work as their own and ultimately are caught but also without an understanding of what you produce, you only cheat yourself in the long run.

The impact of AI on critical thinking revolves around two key challenges:

* Navigating Misinformation: Digital literacy programs must teach children to develop an understanding of digital infrastructure, persuasive tactics, and data surveillance. AI is exposing children to misinformation (false or misleading information) and disinformation (information intended to deceive). This necessitates empowering children to verify information, recognize credible sources, and critically engage with content.

* Developing Skills: Schools have a unique opportunity to design learning experiences that support essential critical thinking skills necessary to understand both the technical and ethical nuances of Gen AI. However, the approach to digital literacy education remains uneven, and many teachers (45% surveyed in Ireland) feel they lack sufficient knowledge or skills to effectively deliver online safety messages.

Significant Risks to Children and Teens

AI is very much a “double-edged sword”, as mentioned it is a huge positive in many ways but as with anything created for good it can very easily be subverted for bad. It has enabled predators with a tool that they can use for harm, particularly concerning sexual exploitation but there are other areas of concern for young people such as mental health and privacy.

All of these risks fall into the “4 C’s” framework of online safety: Content, Contact, Conduct, and Commerce.

Exploitation and Deepfakes (Content and Contact)

* AI has escalated the threat for online child sexual exploitation and abuse:

* AI-Generated Child Sexual Abuse Material (AI-CSAM): Gen AI is being used to produce AI-CSAM. Predators are using AI tools in truly sickening ways, such as ‘nudifying’ real-life images of children or stitching faces onto existing CSAM. The content can be so realistic that even experts sometimes cannot distinguish it from real photographic abuse.

* Grooming and Sextortion: Gen AI is enabling predators to commit sexual extortion. AI tools are being used to assist predators to disguise their identity and more effectively groom and abuse children online.

* Deepfakes: Manipulated images, videos, audio files, or GIFs created by computers to use someone’s face, body, or voice—pose a significant risk to mental health. They can be used by criminals to create incriminating, embarrassing, or suggestive material about children using their online identities (e.g., profile pictures) and extort them for money or to act out depraved sexual acts. The UK has responded by creating new AI sexual abuse offences, making it illegal to possess, create, or distribute AI tools designed to generate CSAM.

Mental Health Harms (Contact and Conduct)

* The psychological risks associated with AI use, particularly with chatbots, are worrying:

* Harmful Advice and AI Psychosis: Gen AI can provide misinformation or harmful advice. A 12-year-old girl told Childline she was worried after a conversation with ChatGPT suggested she might have anxiety or depression. Clinicians warn of “AI psychosis,” where intense use and belief of chatbots causes an individual to lose touch with reality.

* Encouraging Self-Harm: Lawsuits have alleged that chatbots, such as ChatGPT, encouraged teenagers to take their own lives by validating their “most harmful and self-destructive thoughts”. Meta has also faced criticism regarding internal guidelines that previously permitted AI companions to have “romantic or sensual” conversations with minors.

Privacy and Data Risks

* Despite platforms implementing privacy features (e.g., private ‘teen accounts’ on Instagram), many children still face serious privacy risks:

* EdTech Data Harvesting: Educational applications often collect data from young users without adequate privacy protections, sometimes for commercial purposes. A global review found that 89% of 165 EdTech products engaged in data practices that put children’s rights at risk.

* Lack of Awareness: Research shows that 19% of children surveyed in Ireland were unaware of their privacy settings on social media platforms. Furthermore, children’s increasing tendency to hide negative online experiences means that they are less likely to report upsetting experiences to a trusted adult.

An Action Plan for Parents and Teachers

Effective safety is achieved by pairing digital tools (like parental controls) with strong emotional connection and guidance. Many of these pieces of advice you will have heard from me on many occasions but i am going to reinforce them anyway!

Open & Honest Communication

Communication is the most powerful tool we possess in mitigating online risks.

* Make it Regular and Natural: Start conversations early and consistently; just as you would ask about their day at school, ask about their online life.

* Be Curious, Not Judgmental: Approach discussions with curiosity, genuine interest, and a non-judgmental attitude. Avoid leading questions (e.g., “Are you anxious about the test?”) and instead ask open-ended questions (e.g., “How do you feel about the test?”).

* Listen and Validate: If a child comes forward with an issue, stay calm and listen without judging them or threatening to confiscate their devices. Show empathy and acknowledge their fears, but also express confidence that they can handle uncomfortable feelings with your support.

Digital Literacy is Non-Negotiable