A/HRC/31/20 (b) A higher proportion of the content depicting this age group was assessed as being of a higher “severity level” than for the 16- to 20-year-old age group; (c) Of the content depicting children 15 years of age or younger, 93.1 per cent featured girls; (d) All of the content depicting children 15 years of age or younger was taken from its original upload location and redistributed via third party websites; (e) The high proportion of content depicting children 13 years of age or younger (85.5 per cent) indicates a need for further research to understand the reasons behind this phenomenon and for awareness-raising campaigns tailored for younger children and their parents to prevent and address the online risks children may face. Protecting children at special risk 76. Children in vulnerable situations and facing difficulties in their daily lives also tend to face risks online. Indeed, children with disabilities, children experiencing social exclusion, those out of school and those belonging to minorities or affected by migration are less likely to access the Internet and thus learn safety practices while online. As a result, when they do access the Internet they are more likely to be exposed to cyberbullying. 77. Social isolation affects the behaviour of children online, including the amount of time spent and the motivation to seek help when needed. Isolated children may be more likely to share sensitive information and engage in riskier behaviours to gain acceptance and attention. This has been called the double jeopardy effect, wherein children with more psychological problems may suffer greater harm both online and offline. 78. Certain groups disproportionally exposed to the risk of cyberbullying, for example children with disabilities or special educational needs, are significantly more likely to be bullied than others. Young people with disabilities have indicated that they can be actively discouraged from using the Internet because adults are afraid that they may be bullied or because of concerns about Internet safety. However, those who have participated in consultations on cyberbullying have highlighted the many positive aspects of using the Internet. ICTs and the Internet can help children overcome many of the challenges they may face, including by decreasing social isolation through online participation and the use of social networks. Some children with disabilities expressed the view that using the Internet was liberating and empowering, as it provided a means of dealing with some of their struggles. The Internet allowed them to connect with other people with similar experiences; get support for problems such as bullying from message boards, forums and videos; and build social connections, particularly when they were experiencing social difficulties or isolation. 79. Young people who are lesbian, gay, bisexual or transgender are particularly vulnerable to bullying and cyberbullying. As noted in a report of the United Nations Educational, Scientific and Cultural Organization (UNESCO),11 although relatively few countries have collected data on homophobic bullying, evidence from all regions of the world suggests that the scale of the problem is significant, with over half of all lesbian, gay, bisexual or transgender students in a wide range of countries reporting such incidents. Drawing on important research, the report confirms the need for prevention efforts that address both bullying and cyberbullying of lesbian, gay, bisexual or transgender young people. 11 Good Policy and Practice in HIV and Health Education, Booklet 8 - Education Sector Responses to Homophobic Bullying (Paris, 2012), p. 18. 15