Objectives: To obtain national estimates of youth involved in sexting in the past year (the transmission via cell phone, the Internet, and other electronic media of sexual images), as well as provide details of the youth involved and the nature of the sexual images. Methods: The study was based on a cross-sectional national telephone survey of 1560 youth Internet users, ages 10 through 17. Results: Estimates varied considerably depending on the nature of the images or videos and the role of the youth involved. Two and one-half percent of youth had appeared in or created nude or nearly nude pictures or videos. However, this percentage is reduced to 1.0% when the definition is restricted to only include images that were sexually explicit (ie, showed naked breasts, genitals, or bottoms). Of the youth who participated in the survey, 7.1% said they had received nude or nearly nude images of others; 5.9% of youth reported receiving sexually explicit images. Few youth distributed these images. Conclusions: Because policy debates on youth sexting behavior focus on concerns about the production and possession of illegal child pornography, it is important to have research that collects details about the nature of the sexual images rather than using ambiguous screening questions without follow-ups. The rate of youth exposure to sexting highlights a need to provide them with information about legal consequences of sexting and advice about what to do if they receive a sexting image. However, the data suggest that appearing in, creating, or receiving sexual images is far from being a normative behavior for youth.

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There is an increasing interest in improving youth digital citizenship through education. However, the term 'digital citizenship' currently covers a broad range of goals. To improve education, the current article argues for a narrower focus on (1) respectful behavior online and (2) online civic engagement. Using this definition, a digital citizenship scale was developed and assessed with a sample of 979 youth, aged 11-17 years, and confirmatory factor analyses (CFAs) supported measurement of both constructs: online respect (7 items, Cronbach's α = .92) and online civic engagement (4 items, Cronbach's α = .70). Online respect scores decreased with youth age, and scores on both subscales were higher among girls than boys. Both online respect and civic engagement were negatively related to online harassment perpetration and positively related to helpful bystander behaviors, after controlling for other variables. Implications of the study findings for developing and evaluating digital citizenship educational programs are discussed.Internet safety education efforts developed quickly in response to public concern about the potential risks that youth face when online, but the direction of youth education in this area is evolving as more is understood about youth behavior and experiences using new technology. The increasing focus on teaching digital citizenship skills is an example. The

The increase in youth online harassment from 6% in 2000 to 11% in 2010 was driven primarily by a rise in indirect harassment-someone posting or sending comments to others about them online. Girls made up an increasing proportion of victims: 69% of victims were girls in 2010 compared with 48% in 2000. Furthermore, in comparison with earlier in the decade, harassment incidents in 2010 were more likely to come from a school friend or acquaintance and occur on a social networking site. Victims reported disclosing harassment incidents to school staff at greater rates in 2010 than in 2005 or 2000. Conclusions: The increase in online harassment can likely be attributed to changes in how youth are using the Internet, especially a disproportional increase in online communication with friends by girls, providing more opportunity for offline peer conflicts to expand to this environment. School-based prevention programs aimed at improving peer relationships and reducing bullying are recommended to reduce online harassment.