Welcome to Celsian Educations's new 2016/17 Social Media Guide for UK Schools and Teachers. Inside the guide, UK teachers will find the latest guidance and best practice recommendations around their personal and professional social media use.

1. 2016 / 2017
Social Media Guide
for UK Teachers

2. 2016 / 2017
Social Media Guide for UK Teachers
Table of contents:
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Social media for students in 2016 . . . . . . . . . . . . . . . .
Recent changes in student behaviour on social . . . . .
Survey results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Cyberbullying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How to prevent cyberbullying . . . . . . . . . . . . . . . . . . .
Reducing professional vulnerability . . . . . . . . . . . . . .
Managing your privacy settings . . . . . . . . . . . . . . . . .
Newer social networks . . . . . . . . . . . . . . . . . . . . . . . .
Instagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Snapchat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Other social networks . . . . . . . . . . . . . . . . . . . . . . . . .
Further information . . . . . . . . . . . . . . . . . . . . . . . . . . .
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3. 2016 / 2017
Social Media Guide for UK Teachers
Introduction
Welcome to Celsian Education’s 2016 Social Media Guide for UK Schools & Teachers.
With the ever-changing nature of social media it can be difficult for teachers to stay abreast
of the latest changes in security and best practices. Our guide has been written as a
collection of the most recent recommendations for UK teachers on social media as
provided by trusted sources including NASUWT, UK Department for Education, UK Safer
Internet Centre, Childnet International, Edutopia, Facebook, Snapchat and others, and
aims to provide an up-to-date resource for advice and support on their personal and
professional social media usage.
In our report we’ve included analysis from a survey
commissioned that examines the latest observations from
UK teachers on social media issues in the classroom.
Among other topics we review how to protect your
personal social media activity from the eyes of your
students, what to do in the event you are contacted, how
to prevent cyberbullying and we also discuss how some of
the more ‘emerging’ social platforms are being used by
students in 2016.
Social media continues to be an omnipresent feature of modern culture. Whilst a few social
networks have leveled off or declined in growth (Facebook and Twitter primarily), the latest
statistics from Ofcom show that its usage on the whole has increased in recent years and
the 13-18 demographic is no exception.
However, as a teacher, you may have noticed that social media usage often starts earlier
than 13. The proliferation of ‘smart’ mobile phones given to children by their parents forms
an environment where even the youngest students have the ability to access social media
communications from a very early age.
Social networking trends for students in 2016
Things change quickly in social media so we will update this guide accordingly to reflect
the latest and most useful recommendations. For additional information and links to
external sources, please refer to the ‘Further Information’ section at the back of the guide.
We are pleased to introduce the 2016 / 2017
Social Media Guide for Schools & Teachers
by our own Managing Director, Lee Brammer.
For those with the Flipbook edition of this
guide, please click the video on the right for
Lee’s overview. For those reading PDF,
PowerPoint or SlideShare versions, the
introduction is on YouTube, found here.

4. 2016 / 2017
Social Media Guide for UK Teachers
Despite rules set by the Children's Online Privacy Protection Act (COPPA) that prohibit a
child’s registration on Facebook, Twitter, Snapchat and Instagram until 13 years of age,
students younger than 8 years old are known to be present and avid users. Whilst most
social platforms such as Twitter and Facebook provide a form or email address to report a
child who is younger than 13, this tends to be a temporary setback for any child who is
determined to be involved.
Effective policing of a child’s social media usage must start at home. For teachers looking
to provide parents with guidance regarding their child’s social media usage, at the back of
this guide there are several links to resources you may refer to.
Out of sight, out of mind – hopefully.
The big concern around less mainstream social
networks is that they provide a new and
unrestricted arena for gossip and abuse
directed at other students and teachers. Unlike
Facebook or Twitter, many of these social
platforms are completely closed to public
searches for keywords such as ‘name’ or
‘school’; as such, there are few avenues
available to determine what is being said, or by
whom. We discuss the foibles of several up-
and-coming social platforms later in the guide.
What has changed recently is that
younger users are increasingly moving
beyond simple SMS texting, Facebook
and Twitter to other socially commu-
nicative networks such as Snapchat,
Instagram, Kik, Twitch and others. This
fairly recent trend is being shown in the
UK but is also found in most other
developed nations.
For teachers wanting to keep their personal social media lives away from their students, an
exodus by young people from Facebook and Twitter can be seen as an advantage. A
collective move towards other platforms means their attention is diverted from the social
networks that teachers are most likely to be personally involved with.
The specific reasons for the young social media users migrating from the more ‘traditional’
social platforms are varied; however, by far the most widely cited reason is that they enjoy
the freedom of not being potentially ‘spied’ on by parents and teachers. As other even
‘newer’ social platforms gain traction in the future, there is expected to be greater student
uptake on those platforms as well.
Recent changes
A plethora of choice

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Social Media Guide for UK Teachers
Survey results
During the research phase of our report we surveyed teachers from across the UK and
asked for their opinions on the use of social media. We also asked if they themselves felt
adequately protected by social media policies and were informed enough to ensure they
did not become victims of social media abuse. Over 45% of those we surveyed said they
knew of another teacher who had been a victim of social abuse. Our research clearly
highlights the need for continued education and information around the ever-changing
subject of social media safety and security within schools.
Social media is becoming increasingly popular within
schools, with over 40% of those surveyed using social
media for educational purposes within the classroom.
However, over 45% of respondents were either unsure
whether there was a social media policy in place in their
schools or were certain there was not. This highlights an
obvious need to either communicate out to all staff what
the policy is or to implement a policy for all teachers and
students to adhere to.
Our findings also emphasised
the number of teachers who
don’t feel their school does
enough to educate and
advise them on the dangers
of social media; we found that
over 50% of teachers were
not sure if their pupils were
adequately informed about
the dangers associated with
social media.
Wherever they choose to spend their time online, there is no question that social media
provides your students with a growing part of their interpersonal communication network.
Teachers should be ‘in the know’ so they feel confident with their own use and have the
most up-to-date information in order to speak confidently about social media issues with
parents and pupils should a negative situation arise.
54%
10%
36%
DOES YOUR SCHOOL HAVE
A SOCIAL MEDIA POLICY?
Yes
No
Not
sure
Given that over 40% of teachers are using social media within the classroom there is a
need to ensure policies exist to safeguard pupils and teachers. Our survey found that over
45% of teachers have been contacted by a pupil through social media, which underscores
the importance of continued education amongst teachers and students on the appropriate
use of social networks.
In summary, our survey suggests that there is a gap in knowledge for teachers who do not
feel that they know enough on how to protect themselves on social media, but also how to
effectively use social media in classrooms and educate their pupils about the dangers
associated with these channels.
51%
25%
23%
DO YOU FEEL LIKE YOUR
SCHOOL DOES ENOUGH TO
EDUCATE AND ADVISE YOU ON
THE DANGERS OF SOCIAL
MEDIA?
Yes
No
Not
sure
47%53%
HAVE YOU EVER BEEN
CONTACTED BY ONE OF YOUR
PUPILS ON SOCIAL MEDIA?
Yes
No

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Social Media Guide for UK Teachers
Cyberbullying
With the rapid development of technology, today’s children have undoubtedly grown up in a
world that is different from that of most adults. Many young people experience the internet,
mobile phones and social media as a positive, productive and creative part of their daily
lives - available 24/7 and fully intuitive to them.
Unfortunately, these technologies can also be
used negatively to intimidate others. When
children are the target of bullying or
intimidation via social media, they often feel
helpless, powerless and alone. Many victims
of cyberbullying do not even realise that what
they are experiencing is a form of bullying;
they worry that adults around them will not
understand what they are going through and
will be unable to help.
“Cyberbullying: the use of electronic communication
to bully a person, typically by sending messages of
an intimidating or threatening nature”
Unlike traditional bullying, cyberbullying provides no respite for the target of a cyberbully.
Cyberbullying can take place at any time and previously safe and enjoyable environments
and activities can become threatening and a source of anxiety.
As demonstrated by our survey, a real concern for teachers is the prevention of cyber-
bullying through social media, both for their own protection and that of their students.
The statistics are troubling. One study carried out by the Anti-Bullying Alliance found that
22% of young people reported being the target of cyberbullying. Another recent survey from
YouGov stands at 20%. Of those that reported being cyberbullied, 40% did not report it to
their family or authorities. In 2016 there is still much work to be done.
Recently, the media has reported an increase in high-
profile cases of cyberbullying, targeted at not only students
but teachers as well. This coincides with our survey data.
Our survey found that over 45% of all teachers surveyed
have been, or personally know of another teacher that has
been, subjected to online abuse at some point.
Current research in this area indicates that cyberbullying is
unfortunately a feature of many young people’s (and
teachers’) lives. The emergence of newer, less open
platforms, may exacerbate this growing problem.

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Social Media Guide for UK Teachers
The relaxed nature of social media security
protocols means users are not necessarily
required to use their real names in order to
register on many platforms, therefore people
who cyberbully will often attempt to remain
anonymous. This can be extremely distress-
ing for those being bullied. The person
cyberbullying may not even be known or in
the same physical space as their target.
Preventing Cyberbullying
It’s often said that an ounce of prevention is worth a pound of cure, and this is especially
true here. The best way to deal with cyberbullying is to prevent it happening in the first
place. However, there is no single solution to the problem of cyberbullying; it requires a
multi-faceted and proactive approach to be effective.
The first step is to decide who within your school community will take ultimate
responsibility for implementing anti-cyberbullying strategies as well as establishing
appropriate responses. Your school should have a named staff member responsible for
anti-bullying activity; this person will be in authority to incorporate anti-cyberbullying
measures into the school’s day-to-day practices.
Another consideration with cyberbullying is that the audience can be very large and
reached rapidly. Once an abusive situation is in motion, it can be impossible to stop in the
short term. The difficulty in controlling electronically circulated messages means the scale
and scope of cyberbullying can be greater than for other forms of bullying. Electronically
forwarded content is hard to control and the worry of content resurfacing can make it
difficult for victims to move on.
It is also important to consider that some instances of cyberbullying may be unintentional.
This can be the result of not thinking (for example, something sent as a joke may be
deeply upsetting or offensive to the recipient) or a lack of awareness of the consequences.
For example saying something negative online about another pupil, friend or teacher
which isn’t expected to be forwarded or viewed outside the immediate group. Under-
standing of context is necessary to evaluate the intent of any situation.
Cyberbullying guidelines should be regularly
reviewed for appropriateness and effective-
ness. Your school’s anti-bullying policy plus
other relevant policies should be regularly
updated to ensure that they are fit for purpose,
for example, policies on behaviour and e-
learning strategies. Your school’s Acceptable
Use Policies (AUPs) – the rules that students
have to agree to follow in order to use social
media in school – should be reviewed often
and well publicised to parents and students.
Click here to watch this classic video from
Childnet International on the effects of
cyberbullying

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Social Media Guide for UK Teachers
The following section provides guidance on how you can reduce your professional
vulnerability in the use of your personal social media communications. This is the next step
in the prevention of unwanted attention or offensive behaviour.
Although teachers are, of course, entitled to a private life,
you should remember that anything you do when you are
off duty either online or offline could have an impact on
your professional life. Sometimes seemingly innocent
conduct or actions may be misunderstood and mis-
construed by others, and this could affect your fitness to
teach status. Good judgement and caution should be
exercised at all times with your personal social media
usage.
When policies around cyberbullying
are made publicly visible and
actively reinforced, the preventative
measures in place will be the first
line of defence against abusive
social media behaviour.
Reducing Professional Vulnerability
The entire school community needs
a shared, agreed definition of cyber-
bullying. Every stakeholder needs to
be engaged and aware of the impact
of cyberbullying and the ways in
which it differs from other forms of
bullying.
In addition, young people and their
parents should be made aware of
pupils’ responsibilities in their use of
social media (inside and outside the
classroom) and what the sanctions
are for misuse.
Children will be children, and so it follows that even the most proactive and effectual
policymaking in the world may not keep your students from contacting you on social media.
As a teacher if you have become the victim of cyberbullying, or know someone who has,
the NASUWT can provide assistance. At the back of the guide you will find links to the
many resources they provide. All correspondence with NASUWT are treated with the
strictest confidentiality and will be used to inform NASUWT's work in protecting teachers
from cyberbullying in the future.
• Ensure there is full institutional
awareness of the problem
• Clarify institutional responsibilities
• Regular policy review
• Increase process visibility
• Report instances of abuse immediately
• Closely monitor your personal social
media security settings
• Change your name on social networks
to something unrecognisable
• Do not behave as though your
personal social media activity is
immune to professional scrutiny
• Connect to, or communicate with,
students on social
• Communicate with parents on social

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Social Media Guide for UK Teachers
Social media can significantly change a
relationship and when teachers and students
become ‘friends’ on a social media platform, this
can often mean that the previous professional
boundary is broken. For this reason it is
recommended that you do not connect with your
students on any social media platform. You
should firmly decline student-initiated ‘friend’
requests from pupils and you should not
instigate any yourself.
With parents, use your own discretion when dealing with friend requests. It is acceptable
(and advisable) to decline these invitations and remind parents of more formal channels
which they can discuss their child’s education. Always maintain a formal, courteous and
professional tone when communicating with parents and ensure that professional
boundaries are maintained. Best practice is to only use official channels of communi-
cation (e.g. work e-mail addresses) and be fully aware of and comply with your
employer’s policies and guidance on all electronic communication matters.
Your personal use of social media can be called into professional question for several
reasons. Inappropriate electronic communication with pupils, colleagues and parents,
including not only social media but SMS and instant messaging, will leave you open to
scrutiny. Posting or sending sexually explicit images to colleagues or pupils is an obvious
no no. ‘Grooming’, defined as when a teacher uses electronic messages with a view to
establishing an inappropriate relationship with a pupil, is restricted. Possessing, making,
viewing or distributing indecent images of children and using inappropriate YouTube
content in the educational setting is also forbidden.
As mentioned, pupils are often curious about their teachers’ personal lives and may try to
find out more about them. In response, many teachers choose to change their name and
profile data on social media channels so that they are ‘found’ less easily. For protection,
if you have not done so already it is recommended that you alter your name on your
preferred social media platforms. Changing your name will remove much of a pupil’s
ability to discover your social media profiles via a cursory search.
In general, a teacher should never share information or communicate with students in
any environment that they would not willingly or appropriately share in a school or
school-related setting or in the community.
Encourage your pupils (and their parents) to behave appropriately and safely online and
alert them to the risks of social networking and electronic communication. If you learn
that a pupil is not behaving appropriately or safely online then you should report the
matter to your manager as per your school’s policies and procedures. Similarly, if you
feel that you are the victim of cyberbullying or are uncomfortable with any posts or
comments made by pupils about you on social media, you should not hesitate to report
such behaviour via the appropriate channels.

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Social Media Guide for UK Teachers
If you are embarking on a teacher-training course for
the first time or starting a new teaching post, it’s a good
idea to conduct an audit of the social media sites you
regularly use to re-evaluate any information about you
that is publicly available online. You can find links to
relevant social networks at the back of the guide.
Even if you think your privacy settings are secure, you
should always assume that any information you post
can be accessed or even altered online. Ensuring that
your privacy settings are watertight will make it harder
for others to find you online or tag you inappropriately.
If you are applying for new teaching posts, it is certainly worth remembering that potential
employers may access online social media profiles to view potential candidates. You may
want to consider what is posted on the sites that you usually frequent to ensure that it is
the sort of information that you are happy for potential employers and students to see.
It’s prudent to regularly change your passwords for any sites
you use and always use a strong and different password for
each of your profiles. Free programmes like LastPass can
assist you in securely managing your online passwords from
one central location. If you access your favourite social sites
via more than one method (e.g. smart phone / tablet /
computer) protect each of them with a PIN, especially those
that you keep at school to protect access to its content and
guard against potential misuse.
Finally, be careful when taking and sharing photos of children and comply with your
employer’s rules and policy in this matter.
In summary, you should always maintain a high vigilance with regards to your personal
use of social media. Best practices are to assume that anyone can see anything, at any
time, and to conduct yourself accordingly. You can never be 100% certain what can or
cannot be accessed on your profiles, so refrain from criticising your students, their parents,
employers or others within the school community.
Managing Your Privacy Settings
It is very important to manage your privacy settings and keep them under review.
It is an unfortunate fact that privacy settings are never completely failsafe - always double-
check that your photos are private and ensure your settings do not allow others to tag you
in any photos or updates without your permission. If you are concerned about anything on
social media that relates to you, don’t be afraid to ask others to remove it.

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Social Media Guide for UK Teachers
Newer Social Networks
At this point many teachers will have a good foundation of the features and fundamentals
of popular platforms like Facebook and Twitter. If you need a security refresher, there are
links to official guidance found in the links section at the back of the guide.
For teachers unfamiliar with more recent social networking platforms such as Instagram,
Snapchat and others, it can be a daunting task to talk about them with students and
parents should the need arise. In this section you will discover some of the characteristics
that make Instagram, Snapchat and others so attractive to students and more importantly
learn how you can limit your professional vulnerability on them should you choose to use
them in your personal life.
Instagram burst onto the scene in 2011 and rose to
prominence due to its unique (at the time) functionality of
allowing people to share photos taken by a phone’s camera
then adding optional colour ‘filters’ to them. Instagram has
since moved onto short video sharing as well.
So what makes Instagram so popular?
Children enjoy Instagram because they love creating
pictures and videos then sharing and socialising with
them on their phones. Instagram makes all that
possible in a simple, eye-catching way through its
smartphone app, but the commenting isn't just
commenting. In effect, they are socialising in mixed-
media conversations that include plenty of likes and
links too.
Instagram
Upon its acquisition by Facebook in 2012, Instagram became
even more well known and currently has an active user base
of around 500M worldwide, with over 15M active users in the
UK. Unlike many social networks it continues to grow in size
– a recent survey by Ofcom said roughly 35% of all 13-18
year olds in the UK now have an Instagram account.
Instagram
Though there's nothing inherently dangerous about Instagram, the main things teachers
and parents worry about are typical of all social media: mean behavior among peers and
inappropriate photos or videos that can hurt a child’s reputation or attract the wrong kind of
attention. Parents are also concerned that people their kids don't know can reach out to
them directly, which is commonplace.

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Social Media Guide for UK Teachers
By default, photos and videos shared on Instagram can be seen by anyone (unless you
share them directly to another user) so the first step should be to make your account
‘private’. Private accounts give you the ability to explicitly ‘approve’ anyone who wants to
‘follow’ you. But note that even when your Instagram posts are private, your profile
information remains public (anyone can see your profile photo, username and bio). You can
add a few lines of text about yourself there, so it would be wise to talk to children (and give
some thought yourself) about what is appropriate to say publicly on the bio screen.
Once you make your posts private, people
will have to send you a ‘follow request’ if
they want to see your posts, your ‘followers’
list or your ‘following’ list. Follow requests
will appear in the ‘Activity’ section, where
you can approve or ignore them.
We recommend ‘private’ as the appropriate
setting for most purposes, and definitely for
children, but note that people are able to
send a photo or video directly to you even if
they’re not following you - this is how most
unwanted contacts on Instagram occur. It is
best to tell children to ignore all incoming
requests except from sources they know
and have been told in advance are coming.
Snapchat
If your students are not on Snapchat yet, it won’t be long before they
are. It has become one of the most popular apps for teens and tweens
and the fastest growing of all social networks. The latest Ofcom
survey stated that there are now nearly 10M Snapchat users in the
UK. To put the number into context, it is already 70% of Twitter.
So what is Snapchat all about? Snapchat is a mobile messaging
application that lets you share images, video clips, text and drawings
that can only be viewed for a matter of seconds (up to 24 hours) as
the originator of them dictates. After that time they are gone forever*.
As with all social networks, it is prudent to remind children (and yourself) to change
Instagram passwords frequently and never share them. This is so other people won't be able
to use your password to go into your account to impersonate you (known as “hacking”). Like
a strong door with a good lock, a strong password will keep your space as safe as possible.
Learn more about the safety features of Instagram through their website here.
Snapchat
For parents - this can be a relief - it means that whatever their child is sharing will not live
on the internet for eternity. On the other hand, it creates a whole realm of communication
for kids that is virtually impossible for parents and teachers to monitor.
• Make your Instagram account
‘private’
• Review your public ‘bio‘
information
• Review the pictures you are
‘tagged’ in for appropriateness
• Change your passwords
regularly
• Do not connect to anyone
on Instagram that you do
not personally know
*exceptions apply,
see next page

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Social Media Guide for UK Teachers
It has been drummed into most students that photos and videos shared on the internet
stay there in perpetuity and are nearly impossible to remove from the public domain. The
good news is that a recent non-scientific survey of the teens we know gives us confidence
to state that they are, by and large, aware of these dangers.
Despite the media’s ongoing attention with Snapchat ‘sexting’ stories,
as with Instagram there is nothing fundamentally dangerous about
Snapchat. Snapchat, like all social networks and chat applications, can
be used for sexting and harassment. But unlike other social networks,
there is currently no ability to publicly search for other users. To
connect to someone, Snapchat forces you to input their username,
telephone number or a Snapcode (think ‘QR’ code), as shown left.
Its short term nature adds a degree of safety for users, but students should not have a
false sense of security about Snapchat. It is important to remember that Snapchat-created
media can be saved as screenshots or photographed with another phone and shared.
There is nothing that can be done about this.
Snapchat does allow its users to enjoy
some privacy since Snapchatters can
only send images or videos (Snaps) to
people on their ‘friends’ list. If you
receive a Snap from someone you
have not yet added as a friend, you
will receive a notification but you will
not receive the Snap until you add the
Snapchatter to your friends list.
Children should be reminded to only
accept ‘friend’ requests from people
they trust.
Learn more about Snapchat’s security
settings on their website, here.
Various Snapchat ‘lenses’
It is for this exact reason that Snapchat has
become so popular with teens - as the anti-
Facebook. For all the reasons many enjoy
uploading their perfectly curated pictures into
Facebook for posterity, Snapchat offers its
users the opposite experience. This appeals to
teens who love its off-the-cuff and ephemeral
nature. Amongst its fun ‘lenses’ and storytelling
features, on Snapchat they do not have to worry
about an invisible audience looking at their
photos in the distant future.
Whilst this may be advantageous for security purposes, it can be particularly upsetting if
harassment happens on Snapchat. This is because Snapchat is typically used among
close friends (or at least people who have each other’s username or phone numbers).
A ‘snapcode’
• Make your Snapchat account
‘private’
• Review your public ‘bio‘
information
• Change your passwords
regularly
• Do not connect to anyone on
Snapchat that you do not
personally know and trust
• Do not share inappropriate
media - it may not disappear

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Social Media Guide for UK Teachers
Other social networks to consider
Whatsapp is an instant messaging app for smartphones that is
gaining popularity with users of all ages. It lets you send messages,
images and videos to friends. You can have one-to-one and group
conversations in a closed environment - which makes it especially
popular with students in all age groups. Learn more about Whatsapp
here.
Twitch is a live streaming video platform best known for video game-
related content including e-sports tournaments, personal streams of
individual players and gaming-related talk shows. There is a chat
feature that can be used to, amongst other things, harass other
viewers. This is routinely witnessed on Twitch. Learn more about
Twitch here.
Kik is an instant messenger app for mobile devices that lets its users
connect with friends, groups and the wider world through its chat
function. Users' names and birth dates are not verified, allowing users
to misrepresent their identity. Kik's anonymity has been controversial
because the lack of detection and tracking has attracted some illicit
users. Learn more about Kik here.
As of mid-2016 over 85% of 15-year-olds in the UK were active on one or more social
networks, but increasingly this usage is being diffused across a wider range of platforms.
Here is a collection of some of the more popular messaging or social networks you may
come across with your students...
Yik Yak is also a social media smartphone application. It is available
for iOS and Android and allows people pseudo-anonymously to create
and view discussion threads within a 5-mile radius (termed ‘Yaks’ by
the application). Especially popular on university campuses, Yik Yak
has been gaining popularity with students at middle and primary
schools and its usage in the UK is on the rise. Learn more about Yik
Yak here.
Periscope, owned by Twitter, is one of a few apps for smartphones
that are becoming important players in the ‘live streaming’ space
(with Facebook Live and YouTube Connect as others). It allows its
users to stream video directly from their phones ‘live’ to an audience
of friends, or publicly. Apps like these are known to be used for
livecasting the bullying of students. Learn more about Periscope here.
Outside of Instagram and Snapchat, these are 5 significant social networks and messaging
apps to come to prominence recently. As others gain popularity in the future they will be
featured here in subsequent editions.

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Social Media Guide for UK Teachers
Further information:
Once again, thank you for downloading Celsian Education’s 2016 Social Media Guide for
UK Teachers. We hope you found the information valuable - we will periodically revise
this guide in the future as new information and trends emerge.
For many topics we’ve only scratched the surface of available material. Additional
information pertaining to the guide is available through the sources cited below:
• Facebook security
• Twitter security
• Instagram security
• Snapchat security
• WhatsApp security
• YikYak security
• Twitch security
• Kik security
• Periscope security
• Ofcom: Children and Parents: Media Use and Attitudes Report
• DoE: Prevention of cyberbullying
• DoE: Advice for Parents & Carers about cyberbullying
• NASUWT: Member support to report cyberbullying (regional contact details)
• GTCS: Guidance on the Use of Electronic Communication and Social Media
• Childline: Building confidence after online bullying
• UK Safer Internet Day 2017
• Common Sense Media: 3 Teen Trends in Social Media
We invite you to leave feedback about the issues within the guide and join us to discuss
these and other matters on our Celsian Education website & social media properties:
Click above to visit our website Facebook Twitter LinkedIn Email Blog

16. 2016 / 2017
Social Media Guide
for UK Teachers