Although I attended my secondment online, the more than two months I spent working with Foróige left a strong impression on me, both professionally and personally. Before starting, I had heard that Foróige was one of the most influential youth organisations in Ireland. After immersing myself in their work, even virtually, I began to see why this organisation holds such a significant place in the lives of young people in Ireland.
Understanding Foróige’s Philosophy and Digital Youth Work
What impressed me first was the organisation’s philosophy. Foróige is built on the belief that young people should consciously and actively engage in their own development and contribute to society. Even the structure of the board reflects this commitment, including volunteers, young people themselves, and external experts. I felt that this combination created a sense of trust, transparency, and shared responsibility. It also became very clear to me that volunteers are the heart of Foróige; everything grows from the energy, dedication, and consistency of people who choose to contribute their time.
Projects such as Go Safely, Go Virtually, Go Build, and Go Gaming overlap and support one another, forming a holistic system that responds to different needs. Go Safely stood out to me in particular, not because it is the project that I was working on, but because it is the foundation on which the others function. Its focus on safe digital practices strengthens the entire ecosystem, ensuring that young people have the skills and awareness they need to navigate online spaces responsibly.
Learning About Online Safety, Risks, and Legal Frameworks
One of the most valuable experiences was participating in a webinar hosted by Detective Sergeant Laura from the Gárda Protective Services Bureau. We learned about Coco’s Law, which addresses harmful communications, harassment, and the non-consensual sharing of intimate content. What struck me most was how legislation is continuously developing to respond to new forms of abuse, such as deepfakes and financial sextortion. The idea that someone could manipulate AI-generated images to damage a young person’s reputation or coerce them for money felt deeply alarming. It reminded me how quickly online harm evolves and how important it is to keep educating both adults and young people.
I also appreciated being introduced to practical resources like hotline.ie and webwise.ie, which allow reporting of illegal content and provide up-to-date guidance on internet safety. While the information was technical at times, the underlying message was simple: online safety is not just about rules, but about awareness, empathy, and early intervention.
Delivering Training and Reflecting on Youth Work Practice
Because I was unable to travel, my participation in the training was limited to the online version for 8–11-year-olds. I was responsible for conducting training for youth workers, including the Cyberbullying Activity section, Digital Balance Activity section, and the Gaming and the Risks Activity section. I found the experience very meaningful. Facilitating this group taught me how different the digital world looks from a child’s perspective. Many children learn skills by watching online videos, not by reading instructions or manuals, and their concerns are often very different from what adults assume. Parents worry about dangers, but children worry about fitting in, having friends, and not being left out when everyone else is on certain apps or games. During the training we used tools such as Padlet, which allowed participants to express themselves in a simple and anonymous way. I could see how important it is to create spaces where children feel heard, rather than simply lectured. This reminded me that youth work is not about telling young people what to do, but about listening first.
The training materials were designed with inclusiveness in mind, using different languages and simplified content for groups with varying learning needs. Participants came from different organisations supporting young people with very diverse backgrounds, including those with special educational needs, disabilities, or school attendance challenges. Although I interacted with them only online, I could feel their passion and their heavy responsibilities. Hearing their expectations helped me understand the realities of youth work on the ground.
Overall, my secondment with Foróige was both eye-opening and fruitful. I learned not only about online safety, digital literacy, and youth engagement, but also about the importance of community, compassion, and perspective. Even though my experience was virtual, I felt welcomed and included, and I was able to witness the depth of commitment that drives every programme.
This experience strengthened my belief that meaningful youth work requires constant adaptation. Online risks will continue to evolve, but so will our ability to support young people through strong partnerships, informed practices, and continuous learning. My time with Foróige has given me new understanding, broader awareness, and a deeper appreciation for the work being done to empower young people in an increasingly digital world.
Hu Shan
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