The seven previous outcomes lead to a last outcome which is a set of guidelines that the instructors have set for themselves to use in future projects and in future contact with youngsters. This set is dynamic and will change over time.


In order for youngsters to be safer online and have better chances of becoming critical, reflective citizens, youngsters need wise adults who:

  • Spend time with them online;
  • Talk with them about their online experiences (see EU Kids Online II).


In order to be wise these adults need to:

  • Create a situation of trust;
  • Try to understand the interpretation frames of youngsters;
  • Be able to present alternative interpretation frames that are acceptable for youngsters;
  • Try to arrive with youngsters at a (if only partially) shared interpretation frame;
  • Use this (partial) shared interpretation frame to reflect with youngsters on news, new technologies, online communication and visual information;
  • Get youngsters to multitask a lot less or, ideally, not at all;
  • Encourage passion in youngsters;
  • Confront youngsters with their actions and responsibilities in order to provoke reflection.


As a result youngsters will be better able to:

  • Practice and implement nonverbal communication;
  • Critically and reflectively filter and understand more coherently news, new technologies, online communication and visual information;
  • Create a more coherent identity narrative.


Adults need to fulfill a set of preconditions in order to achieve this. They need to:

  • Be able to communicate asynchronously;
  • Be able to conduct an inclusive dialogue;
  • Be able to trust youngsters as they claim they already do and thus not check what youngsters do all the time or create saturated activity schedules for these youngsters but leave space for spontaneity and initiative;
  • Not spy on youngsters but respect the privacy of youngsters; this does not preclude every form of checking on youngsters but this checking should be implemented in a transparent way: adults should disclose what and how they check – and why;
  • Not use a fixed set of rules to guide their behaviour towards youngsters – because this does not work in liquid times – but rather try to be coherent when dealing with otherness;
  • Be able to understand and reflect on news, new technologies, online communication and visual information;
  • Have a relatively coherent identity narrative;
  • Not multitask themselves.