Building Digital Safety and Preventing Technology-Facilitated Gender-Based Violence Through School-Based Education in India
1
Programmes, Girl Effect, Gurugram, India
Popul. Med. 2026;8(Supplement Supplement 1):A1112
ABSTRACT
INTRODUCTION:
Formative research by Girl Effect India (GEI) indicates that many adolescents lack awareness of their digital rights and struggle to identify or respond to technology-facilitated gender-based violence (TFGBV). Adolescent girls, in particular, face heightened exposure to online harm, while schools remain underutilised platforms for structured digital safety education. These gaps highlight the need for early, school-based education to build digital literacy, promote responsible online behaviour, and prevent TFGBV.
METHODS:
In response, GEI developed Tipi Tipi Talk, an interactive, age-appropriate digital safety education module for students in Classes 8–12. The module builds awareness of digital rights, online harms, and prevention of TFGBV, and combines animated videos, scenario-based learning activities, and supporting materials for students, parents, and teachers. Content is tailored separately for Classes 8–10 and 11–12. Implementation commenced through an initial Expert Talk Series delivered in government schools, focusing on consent-based online behaviour, recognition of online harm (“Tech Hinsa”), and practical response strategies. The curriculum is structured around three pillars: Identification, Action, and Agency. The full Tipi Tipi Talk module will be rolled out in subsequent phases through digital safety workshops, alongside training peer-led Digital Safety Ambassadors. GEI has initiated discussions with education authorities to support institutional adoption.
RESULTS:
To date, 1700students across seven government schools have been reached through the Expert Talk Series. Sessions demonstrated strong student engagement with topics related to consent, online boundaries, and help-seeking. The next phase will expand implementation across 45 schools and orient approximately 200 student ambassadors to promote digital safety and peer support.
CONCLUSIONS:
Early implementation suggests that structured, school-based education can strengthen adolescents’ digital literacy, awareness of TFGBV, and capacity to respond to online harm. Integrating interactive digital safety modules within school systems offers a scalable, preventive approach to fostering safer online environments and supporting adolescent wellbeing.
Formative research by Girl Effect India (GEI) indicates that many adolescents lack awareness of their digital rights and struggle to identify or respond to technology-facilitated gender-based violence (TFGBV). Adolescent girls, in particular, face heightened exposure to online harm, while schools remain underutilised platforms for structured digital safety education. These gaps highlight the need for early, school-based education to build digital literacy, promote responsible online behaviour, and prevent TFGBV.
METHODS:
In response, GEI developed Tipi Tipi Talk, an interactive, age-appropriate digital safety education module for students in Classes 8–12. The module builds awareness of digital rights, online harms, and prevention of TFGBV, and combines animated videos, scenario-based learning activities, and supporting materials for students, parents, and teachers. Content is tailored separately for Classes 8–10 and 11–12. Implementation commenced through an initial Expert Talk Series delivered in government schools, focusing on consent-based online behaviour, recognition of online harm (“Tech Hinsa”), and practical response strategies. The curriculum is structured around three pillars: Identification, Action, and Agency. The full Tipi Tipi Talk module will be rolled out in subsequent phases through digital safety workshops, alongside training peer-led Digital Safety Ambassadors. GEI has initiated discussions with education authorities to support institutional adoption.
RESULTS:
To date, 1700students across seven government schools have been reached through the Expert Talk Series. Sessions demonstrated strong student engagement with topics related to consent, online boundaries, and help-seeking. The next phase will expand implementation across 45 schools and orient approximately 200 student ambassadors to promote digital safety and peer support.
CONCLUSIONS:
Early implementation suggests that structured, school-based education can strengthen adolescents’ digital literacy, awareness of TFGBV, and capacity to respond to online harm. Integrating interactive digital safety modules within school systems offers a scalable, preventive approach to fostering safer online environments and supporting adolescent wellbeing.
| eISSN: | 2654-1459 |
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