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Our Digital Rights


The 5Rights Framework:

Right to Remove (UNCRC Articles 16 & 12):

“Sometimes I regret what I post online and wish there was some easy way to make it disappear.”

Right to Know (Article 16 & 17):

“We should know who is holding and profiting from our information.”

Right to Safety and Support (Articles 3, 19 & 24):

“There is too much emphasis on what is illegal and not enough about what is unpleasant or distressing.”

Right to Informed and Conscious Use (Articles 13, 15 & 36):

“Unless we understand the technologies we use daily we can’t control how they make us behave.”

Right to Digital Literacy (Articles 28, 29 & 42):

“We need to be taught the skills to use digital technologies effectively.”

Below are some of the recommendations and calls made by the 5Rights Youth Commissioners:

“We want everyone to see beyond the divide between online and offline, and rethink and redesign participation, provision and protection of young people in the digital world – starting from the rights that we are already promised.”

“We want schools, teachers and youth workers to feel empowered around up-to-date technology and see relevance between what they are teaching and the evolving world that we inhabit.”

“[We] hope young people’s views and ideas continue to be central to the implementation of our recommendations, and together create a digital world to which we are empowered to access creatively, knowledgeably, and fearlessly.”

“We call for integrated tools within digital services and platforms that can empower young people. Particularly to support self-managed usage and promote wellbeing.”

“We call for local authorities, schools and youth work services to support young people in influencing communities around digital skills, experiences and rights.”

“We call for the co-production of rights-based resources for parents and carers about how they can support and empower us in the digital world at different ages.”

“We want Scotland to be a world leader in engaging with young people in all decision-making processes about the digital world. We believe that it should be a condition to business investments, funding and grants.”

“We call for greater internet access in rural areas of Scotland.”

“We call for the Scottish Government and local authorities to prioritise technology school, library and youth work spending and to relax content filters and firewalls.”

“We want to limit the unnecessary collection and use of young people’s data, and be offered options to opt-in and customise our consent.”

“We call for all private, public or third sector organisations to establish and follow an agreed set of writing guidelines for Terms & Conditions and Privacy Policies.”

“We call for future curriculum reviews in all subject areas to be co-designed with young people, and also with the industry.”

“We call for digital literacy to be integrated in all subject areas, and for it to link with career advice and wellbeing.”

“We want to see the initiatives that encourage girls in tech to be more integrated into the core school curriculum and environment.”

“We call for the use of the Young Scot National Entitlement Card as a secure way of age verification in the digital world.”

“We would like to see clearer definitions of cybercrime and reportable offences online, and support for harms that are not illegal.”

The realisation of young people’s rights relies on the commitment and concerted efforts by everyone. We all have a vital role to play:

“We hope that young people know what our rights are and how to exercise those rights. We also hope that we are aware how we can control our data and the consequences of our actions online.”

“In informing policies, the [Scottish] government has the responsibility to hear directly from young people… It is important that policy changes reflect our actual experiences and needs, rather than the assumptions of the adults around us.”

“The UK governments should also use their cross-sector and global influence to promote ‘young people’s rights by design.’”

“Digital literacy is very much a part of general literacy, with as high a priority as English and Maths. The quality of the teaching should reflect this.”

“[If] companies can be more transparent and give meaningful reasons for such decisions, this can help create a healthy, trusting relationship between companies and their customers.”

“Where they might not be familiar with the new technology themselves, parents and carers should have the confidence to talk to us with open mind and trust – to inspire us and be inspired by us.”