The purpose of this paper is to describe a seven stage community engagement process to develop and disseminate community uptake strategies which encouraged cybersafety as part of a positive transition from primary to secondary school among Australian young people.
The combined principles from socio-ecological models, community development models and student participation models formed the foundation for the strategies. Resources were developed for all members of the community – students, parents, teachers and the broader community. The methods included: the formation of a steering committee and a Youth Advisory Board; review of the current literature; development of online resources; a youth resource development activity; development of youth resources; translation of resources into health promotion initiatives; and the dissemination of resources at community events and facilities such as schools, libraries and recreation centres and through print and social media.
Community engagement strategies – in particular a partnership between a Western Australian university and local government body, the steering committee consisting of local organisations, and the student advisory board – were used to successfully design and promote resources developed by young people for young people.
This study utilises a community-level approach to develop resources to encourage cybersafety and a positive transition from primary to secondary school.
