Wow, you have described the approach so meticulously !

And about the reacting negatively, as I mentioned, it is also the the responsibility of parents at home and on personal devices too. Indeed, it is an issue after the horse has bolted, for the present, but might still work for the future horses who has not yet, alike renewing of fees where only new sessions are entitled to the new policy.

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I think you are suggesting a phased approach, introducing students to the use of digital technology gradually, initially in a walled garden where it is safer, before slowly allowing them out on the internet, initially in a supervised environment, before eventually on their own. This would be done according to students age and developing maturity. This I can agree with however with students being provided devices at home from an early age it is difficult for schools to do this. Students are likely to react negatively to a walled garden environment in schools where they already have free, un-monitored and un-filtered access at home and on personal devices. In this case school approaches to internet safety are possibly akin to closing the gate after the horse has bolted.

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When a parent smokes in front of a child, the child faces a curiosity to get one from the case, inspect the soft filter and open it up. It all happens, only if the cigarette is accessible to the child. However, a child’s room or environment is essentially a subset of the real world.

The internet is also a world in itself. What we need is a sub-internet with sub-devices (alike pencils instead of pens in kindergarten), where the adults, parents and schools are actively required to build/provide and ensure a trimmed environment, such that the excess is not even exposed to the children. The monitoring comes later.

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