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This avoidance is dependent on their risk perception and on a kind of ethical principle that they apply to themselves as well as to the students:

I can’t get into it, first of all because I was probably reluctant to it, and the dangers it can bring. I saw when I was working in secondary school, we saw students’ Facebooks and what they put on them, and it’s unbelievable… So, for me, it’s more of a danger than a tool, in fact (teacher in pre-kindergarten, 44 years old).

An English teacher who is committed to educating students digitally explains:

There are many teachers for whom using digital networks, even Twitter, is too scary (English teacher in a high school, 25 years old).

Social networks are indeed perceived as spaces that must remain totally inaccessible at school, associated with “dangerous sites” and treated in schools, according to teachers, on the same level as “pornographic sites”:

When they go on the Internet, there are a lot of filters that prevent them from accessing a certain number of so-called dangerous sites. I don’t know how to talk about it... well, I don’t know how to talk to the students about these... risks, I mean. In fact, when they go on the Internet at school, they don’t have access to social networks, pornographic sites, sites… I don’t know, maybe dangerous sites, or so-called dangerous sites, in the educational world (art teacher in a high school, 29 years old).