This chapter examines the complex relationship between children with Special Educational Needs and Disabilities (SEND) and the online world, balancing both the opportunities and risks they encounter. While digital platforms provide avenues for social connection, self-expression, and community building, children with SEND face heightened vulnerabilities to cyberbullying, grooming, and digital exclusion. Existing research highlights how online interactions can serve as “third spaces” that foster a sense of belonging and identity, yet safeguarding efforts often focus on restriction rather than empowerment. By applying Bronfenbrenner’s ecological systems theory, this chapter frames online safety as a multi-stakeholder responsibility, advocating for tailored, inclusive approaches that recognize the diverse needs of SEND children. It critiques current policy gaps, emphasizing the need for a shift from harm-prevention models to strategies that promote digital resilience, education, and safe online engagement. This chapter sets the foundation for the empirical research that follows, ensuring that the voices of children with SEND remain central to the discussion on online safety.