How do I help my child understand that they don’t owe anyone access to their body or attention?
Children are often taught to be polite before they are taught to be safe. Reinforce that they do not owe hugs, kisses, conversations, photos, or emotional labor to anyone, including family, friends, or people they admire. You might say, “You’re allowed to say no without explaining yourself. Being kind does not mean ignoring your boundaries.”
What if my child says they were “fine with it at the time” but feel upset later?
That’s very common. Understanding and emotions often catch up later, once the pressure is gone. Let your child know that hindsight doesn’t mean they were wrong then. You can say, “It’s okay to realize later that something didn’t sit right with you. That doesn’t change what you deserve now, which is support.”
What if my child is afraid of being labeled or judged if they report something?
Fear of social consequences keeps many children silent. They worry about being seen as dramatic, ruining reputations, or becoming “that kid.” Help your child understand that reporting is about safety, not labels. You can say, “Telling is about protecting yourself and possibly others. You’re not responsible for how adults handle the information.”
How do I talk to my child about sexual violence when the person who harmed them was someone they cared about?
This is one of the hardest situations for children. Love, trust, fear, and harm can exist at the same time. Children may feel grief alongside anger or confusion. You can say, “It’s okay to miss someone and still know what they did was not okay. Feelings don’t cancel out harm.” Naming this complexity helps children […]
How do I teach my child to recognize manipulation or pressure, especially when it’s subtle?
Manipulation often doesn’t look dramatic. It sounds like flattery, guilt, persistence, or “everyone else is doing it.” Children are especially vulnerable to pressure when it’s wrapped in attention or affection. You can help by teaching your child to notice patterns rather than single moments. Encourage them to pay attention to how they feel after interactions. […]
What should I tell my child about AI-generated images or videos of real people?
Be very clear that creating, sharing, or saving sexualized images of real people without their consent is harmful, even if the image is fake. For minors, this can also have serious legal consequences. You can say, “AI can make things that look real, but using it to embarrass, sexualize, or threaten someone is not okay. […]
How do I talk to my child about screenshots, forwarding, and digital permanence?
Children often assume messages are private because they feel private. Help them understand that anything sent digitally can be copied, saved, or shared without consent. Rather than warning them with fear, frame this as a protective skill. You might say, “Before sending something, it helps to ask, ‘Would I be okay if this was shared […]
What if my child is more tech-savvy than I am?
That’s very common, and it does not mean you’re powerless. You don’t need to know every app or feature to be effective. What children need most is an adult who can help them think critically, slow down, and make values-based decisions. It’s okay to say, “I don’t know everything about this app, but I do […]
How do I teach my child to pause before reacting or responding online?
Online spaces are designed for speed and impulsivity. Teaching kids to pause is one of the most protective skills you can offer. You can practice this with language like, “You never have to respond right away. If something feels intense, confusing, or pressuring, that’s a sign to stop and check in with me or another […]
How do I talk to my child about false information or online rumors?
Explain that the internet can spread stories faster than truth can catch up, especially when AI and edited content are involved. Encourage your child to be skeptical of screenshots, clips without context, and anonymous posts. Teach them to pause before believing or sharing. This protects both them and others.