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Considering her role as an educator, this teacher tells us that she is even involved in providing mediation and helping young people who are being harassed on social networks. She says that she has joined the association “Marion 13 ans pour toujours” and regularly participates in the exchanges that take place on Facebook. She explains that she sometimes offers her help when a teenager appears to be struggling:
It seemed a bit worrying so I sent her a Facebook message saying, I’m at this association, you can get in touch or you can reply to me and then I’ll redirect you somewhere else (English teacher in a high school, age 25).
In the panel of new teachers we interviewed, this category of teachers, who are very committed, is still largely in the minority. Thus, the information and training efforts seem insufficient to go beyond the vision of risks and turn it into a lever for educating students.
1.5. Reflection on the role of digital risk representations in education
When new teachers are asked about their perception of digital risks for themselves and their students, the majority of them see an amplification of risk when it affects students. According to them, students are more exposed than they are to most risks.