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Everyone does a little bit of what they want to do, or what they can do (math teacher in a senior high school, 49 years old).
Finally, it should be noted that half of survey respondents (52.8%) stated that they do not carry out digital risk prevention with students, while a slightly lower figure (47.2%) said they do. This distribution reflects the divide within the profession, which seems to be partly linked to the level of education (greater awareness in junior high school and vocational high schools) and the disciplines (greater awareness in the humanities and social sciences and vocational disciplines).
Figure 1.1.
Figure 1.2.
1.4.3. When risk perceptions lead us to consider them in order to overcome them
The proportion of teachers who say they consider digital risks when educating students do so by addressing various topics. This mainly concerns the protection of personal data and the privacy of students (89.2%) and the rights to an image (67.3%). This awareness is often linked to cyberbullying issues that regularly cause problems in schools (Stassin 2019). There is therefore a strong emphasis on ethical, legal and psychosocial risks.