Running a cyber skills workshop for teenagers is one of the most useful things a community group can do. But before you book the hall or print the handouts, write a clear session plan and ask parents and carers to review it. Send a one-page outline that explains the aims, the timings, the activities and the safeguarding arrangements. Be explicit that you will not ask teenagers to share passwords, personal accounts or private stories. Invite parents to comment or ask questions before the day, and offer a short phone call for anyone who wants more detail. That simple step builds trust and helps you spot anything that might not suit your group.
Your plan should include:
Teenagers switch off quickly if a workshop feels like a lecture. Open by setting ground rules together: no judgement, no personal examples unless someone chooses to share, and no advice that sounds like “just delete everything”. Ask the group what they already know. You will often find they are sharper than adults expect. Use an anonymous question box, either physical or digital, so quieter members can ask without speaking up. Keep the language practical and non-shaming. The goal is not to scare them off the internet; it is to help them make confident choices.
Privacy is not about having something to hide. It is about controlling who sees what, and for how long. Start with a quick activity: give each teenager a card with a piece of information, such as a birthday, a school name, a location, a photo, a phone number or a favourite game. Ask them to sort the cards into “fine to share publicly”, “share only with friends” and “keep private”. Discuss the grey areas. Then move to hands-on settings checks.
Keep the focus on habits, not perfection. One changed setting is a win.
Respectful messaging is a skill, and like any skill it improves with practice. Use short role-play scenarios that feel real: a group chat that turns nasty, a friend who shares a photo without asking, a message that was meant as a joke but landed badly. Ask volunteers to act out two responses and discuss which one keeps the relationship and the person’s dignity intact. Emphasise the pause: if a message makes you angry, type it in a notes app first, wait ten minutes, then decide. Teach the screenshot test: would you be comfortable if this message was shown to your parents, your teacher or a future employer?
Scams are not always obvious. Teach teenagers to look for pressure, payment and personal information. A genuine message will not rush you, ask for a verification code, or demand payment in gift cards, cryptocurrency or a bank transfer. Use real-world examples that are relevant to their age group: fake free gaming currency, too-good-to-be-true ticket offers, bogus job or university messages, and “your account will be closed” alerts. Avoid relying on spelling mistakes; some scams are well written.
On the day, keep groups small and mix ages where possible so older teenagers can mentor younger ones. Have a co-facilitator to watch the room and support anyone who looks uncomfortable. Finish with a quick “one thing I will change” round, and give out a simple take-home card with the three key habits: check privacy settings, pause before you post, and verify before you trust. After the session, email parents a short summary of what was covered and suggest one family activity, such as reviewing privacy settings together over a cup of tea. Offer a follow-up drop-in session a month later. Community volunteering works best when it is consistent, warm and open to questions long after the workshop ends.
Carrickfergus Community Service shares practical, down-to-earth guidance on local community volunteering and charitable projects for readers across the UK.
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