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There is strong evidence showing that vulnerable children and adolescents, such as children who are carers for their family, in care themselves, or who have a physical disability or special educational needs, are at greater risk of mental health problems and poor social wellbeing. Recent research indicates this heterogenous but vulnerable group is also disadvantaged online and may be at greater risk of harm. This study aimed to examine participants’ vulnerability (vulnerable vs. non-vulnerable), psychological distress, parental e-safety support, and online lives, specifically their experiences of online risk. The roles of psychological distress and parental e-safety support were explored as possible mediators and moderators, respectively, for the relationship between vulnerability and online risk. Survey data was collected from 15,278 participants (11–17 years old; M = 12.60, SD = 1.44), 46.6% identified as females, 46.6% identified as males and 6% identified as “other”. Participants were recruited from schools/colleges in different parts of England, of whom 3,242 were categorised as vulnerable. Using Analysis of Variance (ANOVA) the results showed that, when compared to the non-vulnerable participants, the vulnerable groups (single or multiple vulnerabilities) experienced more psychological distress and online risks. They also received less e-safety support from parents or carers. Furthermore, mediation and moderated mediation analysis showed that the relationship between vulnerability and online risk was significantly and partially mediated by psychological distress. Parental e-safety support was found to moderate the relationship between psychological distress and online risk and between vulnerability and online risk. In conclusion, the results demonstrated that vulnerability offline is mirrored online. Psychological interventions and parental e-safety support are required to navigate the internet safely. Children’s services and practitioners should consider online risks in their assessments and interventions.

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As young people rely increasingly on the internet to learn and socialise, the support they require becomes more complex. Some young people are more vulnerable online than others, such as young people in care or with Special Educational Needs. There is evidence that professionals working with vulnerable young people are ill-equipped to enhance children's safety online and support them through recovery if required. This research aims to explore the understanding, experience and processes among a range of senior children's services professionals and external specialists in England; identify the challenges faced in practice; and highlight recommendations for improvement. Twenty-nine participants, seven males and 22 females, were interviewed using semi-structured interviews. Transcripts were analysed using thematic analysis. Findings suggested that participants have limited and fragmented awareness of young people's risk and vulnerability online. Digital Life was not found to be fully integrated into practice. The focus was on identifying risk and less on understanding motivation or supporting recovery. Participants lacked up-to-date and specialised training, as well as assessment tools integrating digital lives, resulting in poor cross-agency working.Recommendations for practice and policy are discussed.

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