New University of Hertfordshire study reveals alarming online vulnerability among deaf children
The research, conducted by Mary Hare and Herts Master’s student Laura Woods, found that all participating deaf students initially scored below 50% on basic online safety assessments, with one student scoring zero. This comes at a time when 96% of children aged 3-17 go online regularly, and 100% of secondary school students are internet users.
The study of deaf students aged 11-14 revealed concerning patterns, including:
- Every single student could immediately recall something upsetting they had encountered online
- Initial safety knowledge was alarmingly low, with baseline scores ranging from 0-4 out of a possible 8 points
- Vulnerability varied significantly among students, but all demonstrated dangerous gaps in protective knowledge
- Professional concern is widespread: 76% of teachers of the deaf rated their students' vulnerability at 7 or above on a 10-point scale
A survey of 71 professionals working with deaf children across the UK further revealed an urgent need for more resources:
- 85% have no specific programme for teaching online safety to deaf students
- 81% received no deaf-specific guidance in their safeguarding training
- Over one-third felt unconfident addressing internet safety incidents with deaf students
- Many professionals rely on personal parenting experience rather than specialist training
Commenting on the survey, lead researcher Laura Wood – who is also a qualified Teacher of the Deaf - said: “One professional reported that ‘at least 50% of my deaf learners have either been vulnerable online or done something inappropriate online’, while another noted: ‘I have been involved with a number of serious safeguarding concerns related to Deaf learners and their online safety over the past ten years.’”
The study identified several factors contributing to increased vulnerability, including language delays, limited access to incidental learning, and communication barriers when reporting concerns.
The critical gaps in online safety education for deaf children and young people exposed through the study have prompted calls for DeafKidz International programmes, such as DeafKidz Defenders - an educational platform using interactive games to teach children about online and offline safety from abuse and exploitation - to be expanded.
Also evaluated as part of the study, students with access to The DeafKidz Defenders showed:
- A 124% average improvement in safety knowledge immediately after the programme
- A 110% sustained improvement one month later
- High engagement and measurable gains in recognising abuse and protective behaviours
- Lead researcher Laura Woods, a qualified Teacher of the Deaf, said:
- “Every deaf child deserves to feel safe online. This study shows we have effective solutions available – we just need the will and resources to implement them properly.”
Dr Imran Mulla, a Senior Clinical and Research Audiologist and supervisor of the research and Module Leader for Research Dissertations at the University of Hertfordshire, said:
“This research reveals an urgent safeguarding gap that requires immediate attention. Deaf children's unique vulnerabilities online are being overlooked, leaving them exposed to significant harm. It also highlights the need for further research and investment in solutions that protect them.”
Laura Woods added:
“Every deaf child deserves to feel safe online. This study shows we have effective solutions available – we just need the will and resources to implement them properly.”
Debra Clelland, DeafKidz International CEO said: “When a child scores zero on basic online safety – that’s not just a statistic, that’s a child in immediate danger being left dangerously exposed online. The DeafKidz Defenders programme can transform their safety in weeks, not years. The question isn’t whether we can afford to act – it’s whether we can afford not to. Every day we delay rolling out this programme, more vulnerable children remain at risk.”
Find out more about the DeafKidz Defenders programme or the Mary Hare MSc course in Educational Audiology affiliated with the University of Hertfordshire.