A/HRC/31/20 evaluating the impact of measures undertaken and disseminating positive results of the initiative.19 Key areas for action 99. The rapid development and expansion of ICTs have generated new opportunities for the realization of children’s rights as well as significant challenges for the protection of children from violence. Cyberbullying is one such challenge. Available information about this phenomenon, its impact on children and on measures to prevent and address it remains limited. Nonetheless, research and experience in different regions suggest a number of key areas in which action is needed to ensure children’s safety and protection. 100. Children’s empowerment and contribution need to be at the heart of these efforts. When children are appropriately supported and given the opportunity to learn life skills that increase their confidence and resilience in the safe use of ICTs, they become the most effective agents in preventing and coping with risks, and in protecting other children. 101. To bring this about, it is crucial to provide information and advice to parents, and other adults dealing with children, about existing technologies and practices online, as well as on how children perceive, interact with and navigate the online world. An open dialogue between parents and children, including parents taking time to surf the Internet with their children, guiding and reassuring them and discussing online practices which may present risks, is critical. This dialogue should address the diverse aspects of online behaviour, including sites visited, protection of privacy, and the safe exchange of information and images. 102. Schools provide another crucial dimension of this process. When a “whole-school” approach is promoted, it opens up new opportunities to inform the preparation and dissemination of clear policies on what is acceptable and what is not; to promote the engagement, awareness-raising and capacity-building of relevant actors, including the senior management of the school, teachers, students, parents and local authorities; to establish child-friendly reporting mechanisms; and to develop a safe, inclusive and tolerant learning environment. 103. Clear and comprehensive legislation provides an invaluable tool in combating cyberbullying, helping to prevent it and fight impunity, ensure the protection of children and avoid their revictimization, provide for effective remedies and child-sensitive reporting procedures and put in place restorative approaches that repair the harm done while preventing the criminalization of children. 104. Finally, it is important to explore the promising potential of ICTs in providing the means for children to gain skills and access relevant information and to seek support and address risks with confidence and in safety. The development of apps tailored for children and mechanisms that make it easier for children to protect themselves from cyberbullying and other harmful online practices — including the blocking, identification and reporting of bullies — should also be encouraged. 19 Magdalena Marczak and Iain Coyne, “Cyberbullying at school: good practices and legal aspects in the United Kingdom”, Australian Journal of Guidance and Counselling, vol. 20, No. 2 (2010), pp. 182-193. 19