Reflections from Egypt on Digital Safeguarding and Leadership.
Chris Whitehead, Curriculum Foundation Associate Consultant.
In June 2025 I had the privilege of delivering a keynote presentation at the British Council Partner Schools Strategic Summit in Egypt. The event brought together a distinguished group of education professionals including the Egyptian Minister of Education, Ministry advisors, invited academics from Canterbury University and school leaders from across the British Council’s partner school network.
My session, Social Media and Safeguarding – Leading Schools in the Digital Age was framed around one central question:
What legacy are we leaving in the digital lives of our learners?
This question prompted rich discussion about how schools can lead with authenticity, emotional intelligence and courage in an increasingly complex digital environment.
The focus of the session was not simply on raising awareness of risks. Instead, it offered practical and values-led guidance for school leaders who are looking to embed safeguarding in a way that is future-facing, relational and rooted in whole school culture. I advocated for leadership that prioritises not just policy compliance but meaningful engagement with students and staff in co-creating safe and empowering digital spaces.
Understanding the Landscape: From Risk to Responsibility
Social media and digital technologies are no longer separate from school life. They are deeply integrated into how pupils form their identity, build relationships and make sense of the world. Young people do not switch between online and offline lives. Their digital interactions are part of their everyday lived experience.
During the session we explored how algorithmic bias, misinformation and disinformation shape pupil thinking and emotional wellbeing. These forces often operate invisibly and influence trust, belonging and behaviour. If school leaders are not actively guiding students through these realities, then others, including online influencers and unfiltered content, will step into that space.
This is why safeguarding must go beyond reactive measures. A more sustainable approach includes:
*Developing an age appropriate and locally relevant digital literacy curriculum
*Embedded across subjects such as PSHE, computing and citizenship
*Creating space for student voice and co-construction of digital behaviour expectations
*Providing staff with the knowledge and tools to respond to digital harm and trends confidently
*Strengthening home-school partnerships to ensure shared understanding and consistent messaging around online safety, screen time and mental health
This work must be seen as central to school improvement, not as an add-on. Digital safeguarding is fundamentally about the culture of the school, how it communicates, how it responds and how it builds trust.
Leadership in Practice: Exploring Real-Life Challenges
To support professional reflection, the session included case-based discussions that mirrored the kinds of dilemmas school leaders are facing in real time. These scenarios were not theoretical. They were grounded in events that have taken place in schools across a range of international contexts.
One case involved a situation where a student posted a personal and controversial opinion on their own social media account. The post went viral and caused tension among peers and within the wider community. School leaders were asked to consider how they would respond as leaders, what their first actions might be, what values would shape their decisions and how they would balance protection, accountability and student voice.
This prompted a rich conversation about leadership instincts and institutional readiness. Some leaders shared how they had developed student-led digital conduct agreements that made values and consequences clear in advance of any crisis. Others spoke about the need to protect pupil anonymity, work closely with families and model calm and responsible communication in the face of public scrutiny.
Another discussion focused on the question of whether a school’s digital presence truly reflects its values. Many schools promote achievement and events online, but leaders reflected on whether this content also communicates inclusion, belonging and authenticity. Several school leaders identified a gap between their mission statements and their school’s public digital image.
To address this, some committed to involving students more actively in shaping the school’s online presence. Ideas shared included digital ambassador programmes, student takeovers of school platforms and campaigns to showcase a broader range of student stories and perspectives.
A third key conversation centred on the relevance and impact of school digital policies. Leaders were asked to reflect on whether their policies genuinely shape behaviour or are primarily reactive. While most schools had some form of policy in place, many acknowledged that staff confidence in using the policy varied and few policies had been updated to address newer platforms and behaviours such as group messaging apps, anonymous questions or viral content.
As a result of the discussion, many participants committed to reviewing their digital safeguarding policies in consultation with students and staff. Some planned to introduce regular training for staff and to create more agile, scenario-based protocols for responding to incidents.
These discussions illustrated that safeguarding is not simply about rules. It is about values, culture and the leadership behaviours that set the tone for how pupils, staff and families experience digital life.
Creating Cultures of Belonging and Visibility
A key message of the session was that digital safeguarding is not just about preventing harm. It is also about creating opportunity. Social media and digital platforms can help schools build inclusive communities, amplify diverse voices and strengthen identity.
Schools can choose to use their digital platforms to model the very behaviours they want pupils to adopt. This might include:
*Kindness campaigns and digital challenges that promote respectful interaction
*Behind-the-scenes content that celebrates everyday moments and the school’s values in action
*Student-led Q&A sessions or revision tips that encourage peer support and participation
*Celebration of alumni stories that highlight aspiration and belonging
The goal is not to perfect a brand but to represent a community. When schools make space for authenticity online, they are more likely to earn students’ trust and model responsible digital citizenship.
School leaders have a unique role to play here. Their own digital behaviours, their visibility and their openness to dialogue all communicate what is acceptable and encouraged. Pupils notice not only what we say but what we post, share and amplify.
Beyond the Summit: Sustained Leadership Development
Feedback from the session was overwhelmingly positive. Many leaders described it as both timely and practical. Several commented on the importance of creating safe spaces for professional dialogue where complex issues can be discussed openly and without judgement.
The session also surfaced wider development needs. Some school leaders highlighted that middle leaders feel underprepared to lead on safeguarding matters linked to digital platforms. Others said they were keen to explore more proactive ways of supporting students with additional needs in online environments. Performance management and professional development for staff were also raised as areas requiring more structured support.
As a result, many participants expressed interest in developing whole-school digital safeguarding frameworks that go beyond policy to include student voice, family engagement and clear staff guidance.
A Shared Responsibility, A Strategic Opportunity
As schools across the world continue to navigate digital transformation, safeguarding must be at the heart of how we lead. It is not a technical task, it is a cultural one. It asks us to consider how we communicate, how we respond in crisis and how we model the values we hope to see in our students.
By leading with purpose and courage, school leaders can ensure that their schools are not only compliant but caring. Not only safe but empowering. Not only reactive but ready.
If you would like to continue this conversation, reflect further on your school’s current approach or access support with your digital safeguarding strategy, please get in touch.
Together we can help every child grow up with the digital confidence and critical literacy they need to thrive in an increasingly connected world.
To support schools on this journey, the following resources may be useful:
UK Council for Internet Safety (UKCIS): UKCIS Framework and guidance
Childnet International: Resources for schools, students and families
South West Grid for Learning (SWGfL): 360 Degree Safe audit tool
The Education People – Digital Resilience Framework: Embedding digital resilience in schools
Internet Matters: Digital wellbeing guidance for educators
These organisations offer practical advice and evidence-based approaches to building a whole-school strategy for digital wellbeing and safeguarding.
Highlights of the British Council Partner Schools Strategic Summit in Egypt can be seen here.
It was a privilege to be part of an event that had such a focus on innovation and investing in cultures of belonging.