PROJECT WEBSITE

Project Overview

Research shows that young people are increasingly exposed to a wider range of online harms described as “online victimisation” or “adverse online experiences”, including harmful ideologies, harassment, coercion and toxic online communities (Bedrosova et al., 2025; Costello et al., 2024; Eltaher et al., 2025; Hu, 2025; O’Hanlon et al., 2023; Lahti et al., 2024; Oguine et al., 2024; Stevens et al., 2024; Schittenhelm et al., 2024). These experiences are linked to negative impacts including anxiety, reduced wellbeing and increased vulnerability during adolescence (BMC Public Health, 2025; den Elzen et al., 2026; Lonergan et al., 2023; Oliveira et al., 2019;).

This study responds by building practical digital literacy skills using a co-design approach, where Transition Year (TY) students work alongside researchers to create a resource grounded in their perceptions and observations of the issues. This approach is informed by the Lundy Model of Participation (2007), emphasising giving young people space, voice, audience and influence in decisions that affect them, reflecting the importance of youth voice in developing meaningful, relevant responses (Green et al., 2022; Wacnik et al., 2024).

The project aligns strongly with the TY programme’s emphasis on student-centred, experiential learning, as well as SPHE principles that promote active participation and life skills development. It also supports the aims of Cineáltas: Action Plan on Bullying (2022), highlighting student partnership, wellbeing and whole-school approaches.

By involving young people directly in designing solutions, this research is timely and necessary, offering a sustainable and empowering alternative to restrictive policy responses (Cheng et al., 2026; Fatt et al., 2025; Litman et al., 2025; Reynolds et al., 2025). 

Project Goals 

●      To co-design an engaging and accessible digital literacy and online safety resource with TY students, grounded in co-design methodologies and youth voice (Green et al., 2022; Wacnik et al., 2024).

●      To align the resource with key frameworks including SPHE, the TY programme, and Cineáltas: Action Plan on Bullying (2022), supporting wellbeing, inclusion and critical thinking.

●      To empower students as active contributors in line with the Lundy Model of Participation (2007), ensuring space, voice, audience and influence throughout the research process.

●      To develop students’ knowledge and skills in recognising, responding to and where applicable reporting incidents of online harms, including cyberbullying and adverse online experiences.

●      To build students’ confidence, resilience and capacity to seek help and act as responsible bystanders in online environments.

●      To pilot and evaluate the resource within a school setting, ensuring its usability, relevance and effectiveness.

• To produce a flexible resource that can inform wide implementation across post-primary education in Ireland.

Principal Investigators

• Bernadette Johnston, bernadette.johnston@dcu.ie

• Darran Heaney, darran.heaney@dcu.ie

Research Team Members

• James O'Higgins Norman, Darragh McCashin