For professionals
Relationships and digital life.
Explore friendships, body image pressure, sharing images and controlling behaviour through scenarios and reflection.
Review preparation and follow-up guidance before teaching. Use fictional examples so students can explore the topics while keeping their personal experiences private. You can also print this page from your browser.
For 8–12 · Approximately 30 minutes
Friendship and pictures online
What students will learn
- Describe respectful actions between friends.
- Practise asking before taking or sharing pictures.
- Find help with upsetting messages.
Preparation
Prepare cards with fictional messages. Use paper pictures or illustrations of fictional people. Carry out the activity using shared teaching materials.
Explain the topic to students
A friendship makes room for both people to say what they want. You can be someone's friend and still want time alone or disagree with them. Pressure means someone tries to make you do something you do not want.
A picture online may be seen by more people than you expected. Ask before taking or sharing someone's picture. If a message makes you frightened or worried, an adult can help you decide what to do.
Activities and teaching steps
1. Describe a good friendship · 5 minutes
Ask students to suggest actions such as listening, asking and respecting an answer. Write them as specific verbs on the board.
2. Solve three message-card situations · 15 minutes
Use 'Send a picture now', 'May I share this picture?' and 'You can't join in if you say no'. Groups create a possible reply and one step towards getting help. Explain that someone who was pressured should still receive support even if they have already sent something.
3. Make a plan for getting help · 10 minutes
Draw a simple plan: stop, contact a trusted adult, find a solution together. Explain that threats must be taken seriously. Show whom students can talk to at school, even if an incident happened at home.
Questions for reflection
- How can we ask permission before sharing a picture?
- What is the difference between asking and pressuring?
- What could you do if a friend receives an upsetting message?
Conclude the lesson
Write one respectful question to ask before sharing a picture and name an adult who can help.
For 13–17 · Approximately 30 minutes
Pressure, control and digital choices
What students will learn
- Recognise actions that restrict another person's freedom.
- Evaluate how digital representations shape expectations.
- Describe responsibilities when receiving private images and a concrete step when images are shared without consent.
Preparation
Prepare fictional messages involving passwords, location and pictures. Have Slettmeg.no and school contact information available. Use fictional situations for reflection.
Explain the topic to students
In a relationship, controlling behaviour can include demands for passwords, knowing whom you meet or pressure to send images. Look at the actions and how they affect someone's freedom to choose.
Images and videos show selected or edited representations of bodies and relationships. Unwanted image sharing or threats can be very distressing. You can ask for help even if you originally sent a picture voluntarily.
Receiving a private picture means you have responsibilities for how you handle it. A picture sent to you does not give permission to share it further. If you have contributed to unwanted sharing, stop spreading it and ask an adult for help dealing with the situation. With sexual images of minors, consult the police about safe handling.
Activities and teaching steps
1. Examine a message · 5 minutes
Read: 'If you trust me, you'll give me your password.' Ask students to describe the demand and what genuine choice the other person has.
2. Create a response and support plan · 15 minutes
Groups work on situations involving location sharing, a forwarded picture and body image pressure from an account. Create a respectful response, a step towards support and a question for a trustworthy source. Show Slettmeg.no. Legal questions require individual assessment based on ages and the circumstances.
3. Think like someone offering help · 10 minutes
Use two scenarios: One person is affected by unwanted sharing; another person forwarded the picture. Write a supportive response to the affected person and a first step the person who shared it can take to stop further spreading and ask for adult help. Explain how copying and forwarding sexual images can worsen the situation. Consult the police about documentation in these cases.
Questions for reflection
- When does a demand for access become controlling behaviour?
- How can editing images influence expectations about bodies?
- What makes it easier to ask for help after a picture has been shared?
Conclude the lesson
Write down one sign of controlling behaviour and one place to get help.
Follow up on students' needs
Follow up on pressure, threats and unwanted image sharing privately. Slettmeg.no can advise on removal of online material. When sexual images of minors are involved, consult the police about safe handling and documentation. Let the student describe what happened; any handling of the images themselves should be agreed with the relevant authority.
Guidance for conversationsSchool adjustments and support
Sources and professional background
These are the sources used. The activities and conversation examples were developed by Tidlignok. Adapt the material to your group and follow current local procedures.