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For the 48 percent of parents that think the minimum required age for a Facebook account should be even higher, this is one scary statistic. The company also found out the 40 in every 1,000 kids on Facebook are 6 years old or younger, based on responses to its survey. MinorMonitor also found that a whopping 74 percent of parents are concerned about their kids' safety on Facebook, with sexual predators being a concern of 56 percent of those mommies and daddies.
Indeed, while 81 percent of teens and 72 percent of adults are active on at least one social networking site, teenagers are far more likely to use Facebook (94 percent) than older users (67 percent), whereas folks aged 19 or over are 15 times more likely to be active on Pinterest than 13-18 year-olds. Use of Twitter, Instagram and Tumblr amongst both data sets is roughly on par, and the strongest individual age bracket for social media activity can be found in the 18-29 demographic.
To our surprise, most of the bullying is not happening on school grounds anymore, but instead through the screens and buttons of mobile devices. Now, some people may embrace their Internet fame and attempt to broaden their audience and fan base on YouTube or Twitter. One of the most notable cases is Ghyslain Raza, who is perhaps now better known as “Star Wars Kid.” In 2003, Raza videotaped himself performing Star Wars-style fighting moves for his school’s video club. For Raza, being known as “Star Wars Kid” was a nightmare, he was bullied so incessantly that he eventually dropped out of school and checked into a psychiatric ward. Bullying for teens is difficult enough to police at school or on the playground, but it can become nearly impossible to stop once it goes online, because the internet is nearly impossible to police. It’s hard, even for the best of us, to empathize with an out-of-context photograph of a stranger. For example, Snapchat is gaining more and more popularity amongst pre-teens, teens, and young adults. A large part of bullying prevention and conflict resolution in the 21st Century has focused on cyber-bullying, but there should also be a focus to teach students to be empathic. Parents, teachers, and counselors have all expressed their concerns with the way their students and kids interact through social media channels. Social Skills form a foundation for social interactions, especially if cooperative learning is used as an instructional strategy.
Once students feel comfortable getting in and out of groups, teachers can address communication skills by practicing activities, such as the T-Chart graphic organizer.
Once students recognize things they say and do that may exhibit nonlistening skills, they are ready to create a T-Chart of Attentive Listening Characteristics.
If teachers are going to assess social skills, they need to translate the skills to checklists that students can use to self-evaluate their own progress. A survey of 1,000 parents conducted by Facebook monitoring tool MinorMonitor found that 38 percent of kids on Facebook are under 13 years old--the current minimum age requirement for kids on the network.

The question then shouldn't be, "Do many kids that young even know how to use a web browser?" but rather, "Do many kids that young even know the ins and outs of social networking safety?" We highly doubt it. And if you ask folks like Charles Conway, social games like The Sims Social can be a haven for folks of that ilk. However, as technology has advanced, so has the opportunity for students to partake in a different type of bullying: cyber-bullying!
Teachers and counselors informed us that most bullying is now in the form of cyber-bullying that originates outside of school, but ultimately makes its way back. Many of us may be familiar with memes that have become incredibly popular on the Internet or social media, like “Bad Luck Brian”, “The Most Interesting Man In The World”, or “Overly Attached Girlfriend.” Some of us may even be guilty of creating memes starring our siblings or friends.
Things can get worse when special education students and others with special needs end up online as memes.
Therefore,  it’s easy to get carried away and laugh at a funny meme without realizing that we are laughing at an actual person, with feelings and emotions. This can definitely be harmful for the emotional stability of kids with special needs or anybody else who accidentally becomes an Internet punch line. One inappropriate picture shared online can easily ruin and haunt a student’s reputation and future. Students need to be aware of the detrimental effects that cyber-bullying can bring for others.
A lot of the times, teenagers end up humiliated after photos or memes end up on the Internet or in the hands of someone else.
Even though teachers can select any skill to teach based on the needs of their students, many prefer to start with basic interactions such as making eye contact, using names, and sharing materials. Teachers can work with their classes to create a T-Chart of the negative behavior (Figure 2) to help students identify the attributes of the negative behavior.
By writing what the skill looks like and sounds like, the abstract skill of "listening" becomes more concrete and measurable.
Teachers can justify class time to teach and monitor the skills because students need to know the parameters and the expectations of acceptable classroom behavior early in the school year.
We focus on creating free, playful and safe environments that educate the kids in online behaviour. All watAgamers are given a lot of freedom, responsibility and feedback in their work in order to create outstanding results. Well, at least 51 percent of parents monitor their kids' Facebook use by logging into their account. Now, cyber-bullying is is not new neither, but recent interviews with counselors and teachers [in Santa Barbara, CA] allowed us to become aware of just HOW MUCH bullying is coming from social media and the Internet.

From scandalous and inappropriate Snapchats to viral memes, students are being teased and bullied (as well as humiliated) through the ever-changing world of social media. Though memes are intended to be funny, and are meant to make people laugh, people rarely stop to think about the people featured IN the picture.
It could have been a friend’s doing, or a prank that ended up spreading to all of their classmates.
The video became one of the first videos to go viral online, even predating the launch of YouTube.
Most people who view and share an embarrassing viral image of a random teenager won’t know where the image came from, and they certainly won’t know who the subject of the photo is.
Not only can it affect emotional stability, but also it can affect their future in terms of employment and controversies. There are many ways that students can respond, and we think it’s important to “BeCOOL” when dealing with these kinds of situations.
Unfortunately, many students enter classrooms without communication, team-building, and conflict resolution skills that are essential for getting along with their peers and adults.
Also, most states include standards related to interpersonal skills in their state requirements. Memes (along with pretty much anything anyone posts on the internet) have the potential to go viral in minutes. Our BeCOOL Curriculum will teach your students three different ways to respond to conflict. Teachers sometimes feel that social skills are not part of their curriculum and won't help students meet the standards or pass the state tests.
Teachers need to take time early in the school year as well as whenever needed to teach, monitor, reteach, and assess students' knowledge and use of the skills necessary for their success in school and life. Though the majority of the time a meme is not created as an outlet to make fun of someone, it inevitably happens.
BeCOOL will also teach your students specific reflective thinking techniques to promote self-control, stop bullying, and control the tendency to impulsively act out.
Yet, effective teachers know that they need to take time to teach, monitor, and assess social skills to foster the climate conducive for learning.

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