France

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In brief

Although children in France show higher skills in protecting themselves, the younger children show some significant gaps in their safety skills. Around one third of 11- to 12-year-olds cannot bookmark a site, and even more cannot block messages from people they do not want to hear from. Parents in France are among those who impose the most restrictions on their children’s use of the internet: 91% say that their use is restricted. Nevertheless, 5% reported online bullying. Twelve per cent have gone to an offline meeting with someone first met online. This is higher than the European average (9%).  

France - EU Kids Online France - EU Kids Online

Highlights

  • The France findings have informed the policy development guidance and initiatives of the French Ministry of Education and a delegation to prevent and tackle school bullying. More specifically the national campaign was launched in November 2013.
  • Findings have been disseminated through various teaching channels like the online free course from the Université Ouverte des Humanités.
  • serious game in whose design Catherine Blaya participated quotes the EU Kids Online findings. 
  • The book “Les ados dans le cyberspace, prises de risque et cyberviolence” quotes the EU Kids Online survey and findings and was promoted in various educational journals

Reports

Factsheet

Summary of findings

Recommendations

Full report

Full report (French)

Safety guide

Questionnaires

The EU Kids Online fieldwork involved several questionnaires. First, a face to face interview with one parent. Second, a face to face interview with the child. Then a self-completion interview for sensitive questions, with one version for 9-10 year olds and one version for 11-16 year olds.

Questionnaire for parent

Questionnaire for child

Self-completion questionnaire for child (Children age 9-10)

Self-completion questionnaire for child (Children age 11-16)

Publications

2015 

Blaya, C., Cyberviolence et climat scolaire – Les Dossiers des sciences de l’Education, in Press. To be published March 2015

2014

Velicu, A. & Blaya, C. (2014). School Mediation. In Smahel, D. & (2014). The meaning of online problematic situations for Children. Results of qualitative cross-cultural investigation in nine European countries.

Blaya, C. (2014). Etude du lien entre cyberviolence et climat scolaire : enquête auprès des collégiens d’Ile de France. Toulouse : Les Dossiers des Sciences de l’Education(accepté – à paraître 2nd semestre 2014).

2013

Blaya, C. (2013). Les ados dans le cyberspace, prise de risques et cyberviolence. Bruxelles: De Boeck.

Guide de prevention de la cyberviolence: http://www.agircontreleharcelementalecole.gouv.fr/quest-ce-que-le-harcelement/le-cyberharcelement/

2012

Berguer, A., Blaya, C. and Berthaud, J. (2012). ‘Faire de la cyberviolence un objet scientifique: un challenge pour la communauté de recherche internationale.’ In C. Carra and B. Mabilon-Bonfils (Eds). Violences à l’école, normes et professionnalités en questions. Arras: Artois Presse Université. Arras: Artois Presse Université.

Team

Catherine B

Catherine Blaya is Professor in Education Sciences at the university for teacher education in Lausanne (Switzerland). She teaches at the Special Education Needs unit and is co-director of its research centre for the prevention of school dropout (LASALE). She is member of the Research Unit on Migrations and Society (UMR CNRS 8245-IRD 205) specialized in the study of migrations and interethnic relations at the university Nice Sophia Antipolis.  She has been dedicating her academic career to researching issues that might affect the young people’s lives such as dropping out of school, school climate, cyberbullying, and cyberhate. 

Catherine Audrin

Catherine Audrin is a scientific collaborator at the University of teacher education in Lausanne (Switzerland). Having a PhD in psychology, she has a great interest for the application of statistical analyses and methods. She is working on the importance of emotions in everyday life and in decision-making.

Omara SM

Omara Sansegundo Moreno is research assistant of Catherine Blaya at the University of teacher education in Lausanne (Switzerland) at the special education needs unit. She is an educationalist and holds a Master degree in social work. She is experienced in statistical analysis and taking a PhD in Education Sciences. 

Sylvia Trieu

Sylvia Trieu is a master student in social sciences at the University of Lausanne. She is particularly interested in themes that focus on gender and education. She was a freelancer for Lausanne FM radio, hence her interest in the media. Currently, she works for the project Media Use of disabled youth (MUDY) under the direction of Catherine Blaya.

Contact

Pr. Catherine Blaya
EA 6308 I3DL
IUFM Célestin Freinet
Université de Nice Sophia Antipolis
Observatoire International de la Violence Scolaire
Laboratoire Accrochage Scolaire et Alliances Educatives
Tel. +33 (0)4 93 53 75 23
+33 (0)6 71 06 08 14
email: cblaya@aol.com