Teaching media literacy and online content risks in primary school

Here are some of the most common risks, with suggestions for how to explain them in class:


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Misinformation and fake news


• What it is: Articles, memes, or videos created to trick people or spread false ideas.
• How to explain it: “Sometimes stories online look real, but they’re made up to get clicks or change what people believe. That’s why we always check if another trusted site says the same thing.”
• Classroom activity idea: Compare two headlines, one real, one fake, and ask learners to spot the clues.



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Biased or harmful content


• What it is: Information that only tells one side of a story, or that promotes stereotypes or extremist views.
• How to explain it: “Just because something is online doesn’t mean it shows the whole picture. Sometimes, people leave out parts to make you agree with them.”
• Classroom activity idea: Show two different news reports on the same event and ask learners what’s missing from each.



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Graphic or age-inappropriate material


• What it is: Images or videos that can be upsetting or age-inappropriate.
• How to explain it: “Some things online aren’t meant for kids – they can be confusing or upsetting. If you ever see something like that, it’s not your fault, and you should tell an adult.”
• Classroom activity idea: Discuss feelings safely without showing the material – ask learners how they might respond if something they saw made them uncomfortable.

Harmful or unsafe online communities


• What it is: Groups that promote eating disorders, self-harm or unsafe behaviour. Vulnerable young people are at higher risk of being drawn into these spaces.
• How to explain it: “Sometimes people online share unhealthy ideas about bodies or hurting themselves. If you come across this, remember it’s not good advice – it’s important to talk to someone you trust.”
• Classroom activity idea: Create a class poster of “safe, positive sources” (e.g., Kids Helpline, trusted health sites) that learners can turn to instead.



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Information overload

• What it is: Having so much content available that learners feel confused or anxious about what to trust.
• How to explain it: “The internet has more information than one person could ever read. It’s okay not to know everything, the trick is to find reliable places to start.”
• Classroom activity idea: Give learners three different sources for the same topic and have them choose which one seems most reliable and why.


One of the biggest challenges for learners today is knowing what’s real and what’s fake online. Memes, news articles, or social media posts can look convincing, but many are designed to mislead. Without guidance, children may accept these as truths.
Here’s a simple framework you can use in class to explain fake news in age-appropriate ways:


By turning fake news into a hands-on, step-by-step learning moment, educators equip children with critical thinking skills that apply across every platform.

Linking to current trends


Use examples from platforms learners already engage with. This helps show how unsafe contact can spread misinformation. 


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Engaging families


Share simple “fact-checking at home” tips with parents so children get consistent messages across school and home.



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Embedding skills across subjects


Practise media literacy in English, History, or Health, not just ICT. Regular use helps learners balance learning with wellbeing.

Media literacy strengthens all areas of online safety. When learners learn to question content, they also build:

Explore lesson plans connected to all four risk areas.

When students hear the same message at school and home, it sticks. Share simple family conversation starters like:

Printable take-home sheets and QR-linked videos in the Digital Licence make these chats easy for families to start.