A Cyber Peers Framework for Primary Schools

Children are exposed to cyber threats at increasingly younger ages, necessitating early education on cyber security concepts. This has led to the inclusion of cyber security education within the UK curriculum. Primary schools play a leading role in delivering this content. However, implementing cybersecurity education at scale in primary schools poses challenges due to a combination of factors such as teacher knowledge gaps, resource limitations, and children’s diverse learning needs. In addition, teachers may struggle with confidence in their cyber security knowledge and perceive that children are more knowledgeable in this domain. To better understand the challenges and potential solutions, we conducted an action research project in a Scottish primary school. The project involved 23 children aged 10–12 years, parents, class teachers, and younger children within the school. Lessons on cyber security were delivered and upon completion children worked in small groups for several weeks to design and deliver short lessons on cyber security concepts to younger year groups within the school. Based on our findings a ‘Cyber Peers’ framework is proposed. Central to this framework is a target group of children who can engage others within the school. They are educated on relevant cyber security concepts with pedagogical input from teachers, trusted resources, and support from cyber security experts (e.g. a digital lead). Afterwards, the target group of children will engage other classes within the school. Key considerations include ensuring the target group of children possess sufficient knowledge and confidence to engage peers, while teachers should focus on class engagement and motivation during peer-to-peer lessons. By leveraging expertise, peer-to-peer learning, and trusted resources, this framework aims to empower children to become advocates for cyber security within their schools and communities.