When discussing child sexual exploitation and abuse (CSEA) in today’s onlife world, many parents, caregivers, and adults instinctively think of “stranger danger.” This traditional focus may seem logical but can be misleading. Research shows that, like offline abuse, technology-facilitated CSEA is often committed by people the child knows, loves, or trusts such as family members, peers, or individuals in their community, rather than just strangers.
Studies confirm that the majority of abuse cases, both online and offline, involve individuals known to the child. The fixation on the “stranger in the van” scenario has led to a “stranger danger” bias in how society views online sexual abuse and youth. While stranger-related exploitation does occur and must not be minimized, this narrow focus often overshadows the significant risk posed by acquaintances and peers. Despite this, the stereotype of the dangerous online stranger continues to dominate public perception and policy discussions, which can hinder efforts to address the broader realities of online sexual abuse. We know that when it does come to the unknown offender, they will work hard to break down the stranger stigma. This is one reason why we were one of the first Canadian companies to promote a “situation danger” approach to prevention education specific to online predation, rather than a “stranger danger” approach in the early 2015. (1)
Research on technology-facilitated CSEA has largely concentrated on the relationship between the perpetrator and the victim. However, we also believe there’s a pressing need to explore other aspects, such as what motivates offenders and drives demand for exploitative content. By understanding these underlying factors, policymakers, parents, caregivers, and educators can better address the issue at its foundation, especially when it comes to prevention education. As the ancient Chinese tactician Sun Tzu stated, “Know thy enemy and will win 1000 battles.”
We also believe that we should be highlighting the complexity of distinguishing between cases involving adult perpetrators and the inappropriate, harmful , and even criminal behaviours of peers. While both require intervention, they stem from different motivations and demand tailored responses.
So what can parents, caregivers, and educators do?
- Teach youth and teens that online threats don’t only come from strangers, and even if they do, offenders will break down the stranger stigma to build rapport. Have open, honest, and age-appropriate conversations about healthy relationships, consent, trust, and boundaries with peers and adults alike.
- Familiarize yourself with research about CSEA to understand the broader scope of online risks and the varying profiles of offenders.
- Help your child recognize warning signs, such as manipulative behaviour from acquaintances or peers online, and empower them to report anything uncomfortable.
- Push for schools and communities to provide nuanced education on online safety that goes beyond the outdated “stranger danger” model – something we offer here at the White Hatter.
As parents, caregivers, and educators, it’s crucial to broaden our understanding of technology-facilitated child sexual exploitation and abuse (CSEA) beyond the outdated “stranger danger” narrative. While unknown offenders do pose risks, the majority of cases involve individuals known to the child – peers, family members, or trusted community members. A narrow focus on strangers not only misrepresents the reality but also leaves youth vulnerable to the risks posed by those they let into their circle of trust.
Addressing this issue requires more than just awareness; it calls for proactive, evidence-based approaches. By fostering open and honest discussions about healthy relationships, consent, trust, and boundaries, and by emphasizing the importance of recognizing manipulative behaviours from both those who youth don’t know and acquaintances, we can empower youth to navigate their online and offline worlds more safely.
Additionally, advocating for nuanced and research-informed education in schools and communities will help shift the focus from fear-based models to comprehensive prevention strategies. Together, we can create an environment where youth are better equipped to recognize risks, seek help, and stay safe in an increasingly connected world. The fight against CSEA is not just about knowing the threats but also about empowering our youth and teens to thrive in the onlife world with confidence and resilience.
By expanding our understanding of the dynamics behind technology-facilitated CSEA, we can better protect youth and teens from harm. This requires moving beyond stereotypes to address the real, multifaceted nature of online exploitation. As parents, caregivers, and educators, staying proactive and informed is one of the most effective ways to safeguard our children in today’s onlife world – this is something we strive to do here at the White Hatter when it comes to digital literacy and internet safety education.
Here’s a link to our chapter in our free web book for parents titled “Online Sexual Predation and Exploitation” that builds on the content of this article
Digital Food For Thought
The White Hatter
Facts Not Fear, Facts Not Emotions, Enlighten Not Frighten, Know Tech Not No Tech
References:
1/ https://thewhitehatter.ca/blog/stranger-danger-doesnt-work-in-the-real-world-or-online-world/
