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In this chapter we delve into social media use at Outer North Academy, situated in an area of high knife crime and in the bottom 10% for social deprivation of all wards in England, with many children receiving free school meals. We explore how Snapchat opens up young people to geolocation risk through their mobile peer networks, considering the entanglement of screen-based and neighbourhood violence. We look at how Snapmap tracking and Snapstory live location features enable physical violence, and how Snapstories are used to spread racist and sexualised comments around the school. We also examine in depth how a Snapstory youth sex video, categorised as child sexual exploitation material, circulates in the peer group and how it shapes the girls’ expectations and fears surrounding intimate relationships. The young people noted their sex education did not cover what they needed to know in relation to these issues. We argue that the punitive measures in place at ONA, an Academy school, such as confiscating phones and social isolation units, do not support behavioural change, suggesting digital literacy and sex education focused on consent would present more helpful solutions.

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Outer North Academy: Geolocational Risk and Tech Facilitated Violence: Responding to Cyberbullying, Racism and Child Sexual Exploitation at School and in Neighbourhoods

  • 章节

  • 出版模式：

    开放获取

  • 发表日期：

    2025年

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  • Jessica Ringrose,
  • Kaitlyn Regehr

摘要

In this chapter we delve into social media use at Outer North Academy, situated in an area of high knife crime and in the bottom 10% for social deprivation of all wards in England, with many children receiving free school meals. We explore how Snapchat opens up young people to geolocation risk through their mobile peer networks, considering the entanglement of screen-based and neighbourhood violence. We look at how Snapmap tracking and Snapstory live location features enable physical violence, and how Snapstories are used to spread racist and sexualised comments around the school. We also examine in depth how a Snapstory youth sex video, categorised as child sexual exploitation material, circulates in the peer group and how it shapes the girls’ expectations and fears surrounding intimate relationships. The young people noted their sex education did not cover what they needed to know in relation to these issues. We argue that the punitive measures in place at ONA, an Academy school, such as confiscating phones and social isolation units, do not support behavioural change, suggesting digital literacy and sex education focused on consent would present more helpful solutions.