Jeremy Davis joins Dr. Sandie Morgan as the two discuss the role of schools in online safety and how educational leaders can foster digital resilience among students.

Guest: Jeremy Davis

Jeremy Davis is the Assistant Superintendent for Innovation and Instructional Support for the 12,000-student Fullerton School District in California. He also serves as the Vice President of the California Ed Tech Joint Powers Authority. Jeremy’s role includes overseeing technology, libraries, student data, cybersecurity, and IT networking across the district. His position on the cabinet allows him to lead cross-departmental efforts on online safety, integrating technology and educational support for a comprehensive approach to student well-being.

Key Points

• Jeremy Davis emphasizes that online safety is not just a technology issue but a cross-departmental effort involving all school departments.
• The importance of resilience in youth is highlighted as a critical factor in preventing online exploitation. Resilience is built through confidence, which is developed by knowledge and critical thinking skills.
• Schools can integrate online safety education into existing curriculums, such as social-emotional learning (SEL) and digital citizenship programs, rather than adding additional burdens on teachers.
• Jeremy shares how his district modified SEL lessons to include digital wellness components, making the content more relevant to online safety.
• He discusses the role of parents in ensuring online safety at home, including using tools to control internet access and having open conversations with their children about digital behavior.
• The district utilizes focus groups and surveys with students to measure the effectiveness of digital wellness programs and adjust lessons based on feedback.
• Jeremy explains the concept of “trusted adults” on campus, encouraging students to reach out to staff members if they encounter online issues.
• He advocates for proactive parent education through in-person classes, online videos, and social media campaigns to help parents stay informed about digital risks and resources.
• The district has developed a comprehensive online safety page, offering guides, recommended software, and information for parents.
• Jeremy stresses the importance of accountability in digital safety education, ensuring that programs are effective and continuously improved based on measurable outcomes.
• Schools should collaborate with various stakeholders, including teachers, parents, and technology departments, to create a unified approach to online safety.
• The key takeaway is that building resilience in students helps them confidently navigate the digital world and stand up to unhealthy online relationships and pressures.

Resources

• School Library Standards – School Libraries (CA Dept of Education)
• Jeremy Davis on LinkedIn

Transcript

Sandie Morgan: [00:00:00] Welcome to the Ending Human Trafficking podcast here at Vanguard University’s Global Center for Women and Justice in Orange County, California.

This is episode number 339, The Role of Schools in Online Safety with Jeremy Davis. My name is Dr. Sandy Morgan, and this is a show where we empower you to study the issues. Be a voice and make a difference in ending human trafficking. Jeremy Davis is the assistant superintendent for innovation and instructional support for the 12, 000 student Fullerton school district in California, and the vice president of the California Ed tech joint powers authority.

I am so glad to welcome you, Jeremy. I love your job description, innovation, and instructional support.

[00:01:00] Tell me what that means? What’s in your job description?

Jeremy Davis: You know what? I’m very blessed to work in Fullerton. and the, where the TKA is part of Fullerton. we’re one of the few districts in Orange County to actually have my role at the assistant superintendent level. So, I do run the technology department, but that includes educational technology. It also includes the libraries, all the student data, cybersecurity, all the devices, IT, networking, things like that. So in a lot of districts, it’s, it’s like a director of IT or, if you’re lucky, a chief technology officer, but then there’ve been a couple who’ve elevated it to cabinet. and I think it’s super important because of, of things like what we’re going to talk about today,

where I, I’m leading a cross departmental effort on online safety, because it really doesn’t just live in the tech department. It lives in all departments, so I, I’m very appreciative that my, my job includes all kinds of things that might not normally be considered I.T. but yeah, so that’s so director of our assistant super

[00:02:00] innovation puts me over over a lot of things, but also being on cabinet gives me the ability to, really work well within the other departments and sort of set some vision for the district.

Sandie Morgan: Wow. I love that. And I want to thank you again for being a speaker at last year’s Insure Justice Conference and agreeing to do it again this year. So we’re looking forward to that. Our last interview was with a survivor, Alia Azariah. During our conversation, we learned that Ventura’s district attorney’s office gave her an award for resilience. Tell me what your take is on resilience as an element of a youth being protected from online predators.

Jeremy Davis: sure. you know, it’s it’s so interesting how, how many of the children who fall pray, it’s the online predators.

[00:03:00] Are in need of attention, you know, are sort of seeking that attention somewhere and sadly they sometimes find it, online. the resilience piece is understanding how amazing they are as human beings.

and, you know, it’s, it, for me, it goes back, honestly, to faith a little bit for me too, but it’s helping these kids understand that they’re just great people and they don’t need this outside, piece online, but also helping them understand you have no idea who you’re talking to online.

You know, we’ve done a lot of work around the differences between an actual real life relationship and an online relationship and how to determine who you’re even talking to online and do you even know who they are.

Because the resiliency comes from standing up for themselves, from being able to say no. You know, we talk about, we even go into the sex ed curriculum, where there, where, or the drug curriculum. Because if the say no to drug curriculum works really well for say

[00:04:00] no to someone asking you for a nude photo. Right? So you know, if you have negotiation skills and you have the ability to say no, because you’re confident in yourself, that resiliency transfers to everything we do within digital literacy or with digital wellness or online safety. can you say no? If someone asks you, can you say no to pressure?

do you know if the person’s a peer? Like, maybe it’s not even peer pressure. Maybe it’s a, 60 year old trying to get you to this, pretending to be a 12 year old or a 10 year old. So, knowledge gives you power, but knowledge gives you confidence, and confidence breeds resilience, because having that confidence to say no or to say this doesn’t seem right.

We also do a lot of work around trusted adults. and who are your trusted adults on campus, who are your counselors, who are your mental health people, but even who’s your custodian. You know, we have, we have, we have one of our lessons where there’s a slide of every single trusted adult on your campus that if something wrong happens to you and you’re embarrassed, you can go to any of these people and talk to them.

[00:05:00] Or you can go to NECMEC, National Center for Missing and Exploited Children, and talk to them if you’re not comfortable with anyone on campus. Like we, we try and build up a confidence of it’s okay to say no. And then who can I talk to if I’m concerned about something? So resilience, I think, comes from confidence, and confidence is what we try to breed through knowledge. So it’s sort of that constant drumbeat throughout the year of, of this being taught over and over and over.

Sandie Morgan: Wow. Okay. So, so many things are buzzing in my head, but I’m going to try to stick to this 30 minute podcast. We’ll have to have you back. So you are unique. You’re a unicorn. Actually, I looked for other people like you, and I didn’t find your job title like everywhere. So how have you been? Can we help people outside of Fullerton and Orange County

[00:06:00] and other schools that are facing these challenges?What do they need to be able to develop digital resilience and as educators more effectively address these issues?

Jeremy Davis: I think every district has the ability to do this. I mean, my, my job title is relatively unique. there’s a handful of us around, even around the state. There aren’t that many of us at this level. However, Someone can always pick up the mantle of this, whether it’s ed services working in conjunction with their I.T. department, because, there’s so many roles here when I when I brought this group together to sort of say, Hey, you know, we’ve been doing it pretty well for a number of years, but we’re going to now crank it up to 11. Um, you know, we’re going to go even even further. when we, we had a new board goal, and I’m like, this is great.

We have a board goal focused on this. So now we can pour even more resources into it, more focus. But really. Anybody who, your ed services department can get together with I.T and can get together with human resources or with, [00:07:00] you know, if you have someone in charge. So there’s always someone in charge of social emotional learning somewhere on your campus or district office.

So you have sort of your key players who’s in charge of the digital citizenship aspect, right? Of, of, that sort of online piece who’s in charge of the sex ed piece because we can tie these together. Who’s in charge of social emotional learning. Great. California, healthy kids, like that kind of piece should play a role here.

Who’s in charge of the actual curriculum because you want to see, okay, where, where does this fit into the curriculum? and even honestly, teachers unions get involved because it’s like, Hey, I don’t want to put too much more on your plate, but this is super important for keeping our kids safe and for some of your classroom behaviors.

You know, where does this fit in? So it’s not just one more thing, but it’s more integrated into the curriculum. So really anybody can lead this, this, this role. It’s just in this case, here in Fullerton, it, it fell on my plate, which is great because I, I’m a big advocate for a lot of these pieces.

[00:08:00] I think information literacy is a huge part of what we do, and it’s very important for the kids, too. And, and I was lucky enough to, to help. Not be, I want to say an author though, that’s taking too much credit, but I got to help with a California state model library standards when those were written about 12 years ago. And the literacy part was that, yeah, I don’t know if you’ve seen those standards that came out right,

Sandie Morgan: the library has literacy standards for? oh, that’s great.

Jeremy Davis: Yeah. Every library in America and every school library is supposed to be following these state model library standards. and they’re almost all based on information literacy, which is a huge part of digital wellness. It’s understanding what’s like misinformation. What is not misinformation?

What is, when do you see bias in news online? Like all that is covered, that, that’s all in the, in the state model library standards. But again, they came out right before common core. So they were a little blip because there was a bunch of news that was about to happen on them. And then, Hey, common core and the model library standards didn’t get a lot of play, which is too bad because they’re really amazing.

Sandie Morgan: [00:09:00] I’m, I’m going to be looking that up and I’m sure there’s a link and we will put it in the show notes. That’s great. so that makes me think about being very proactive in my strategies. And I really hear you when you’re talking about we do not want to put something else on a teacher’s plate. And my thing is, instead of adding something, how do we? introduce some of the, introduce some of the skills to existing content that must be teached. It’s in core. And one of the conversations I had probably a decade ago was about what would this look like in a social studies class because you’re talking about equipping students with critical thinking skills.

And to your point, when they have more confidence, they’re more resilient.

[00:10:00] So let’s like imagine, uh, typical social studies class, where would you introduce this scenario as just a part of maybe changing some illustrations? I don’t know. What do you think?

Jeremy Davis: So, I think there’s a number of ways just to backtrack a second. A lot of what we did was we already had, you know, you have to teach these three digital citizenship in the beginning of the year.

We already had that in place going over to the, to the SEL group, the social emotional learning group. They said, Hey, we have this program purchased where the teachers are doing 21 lessons a year, a little bit at a time throughout the entire year. I said, can I can I change some of those lessons?

can we can I look at your whole curriculum and can I make them more digital? Like, like, if you have a lesson on here’s when we changed, it was, the, the, the final performance task was basically, make a chart of like healthy relationships in real life. And so, you know, like I said before, we turned it

[00:11:00] into, you’re now going to do a Venn diagram On how do you know a real life relationship is healthy?

How do you know an online relationship is healthy? How are they different? How are they the same? Right, so we took a lesson that was already being taught manipulated it a little bit to give it that online flair and give more knowledge to the students to make it a digital wellness lesson, not just an SEL lesson.

So that’s how we did it across the district was we, we changed the performance tasks on the SEL curriculum. But looking at like a social studies class, the way I would do it in this case, it wouldn’t so much be A resilience piece. This would be more an information literacy piece, as a social studies teacher, I would be pulling multiple articles about the same topic and I’d have the kids identifying bias. So I’d be saying, okay, we’re going to take a highlighter, you know, yellow is for adjectives because why are there adjectives? Like, honestly, any adjective is a potential spot for bias, any adverbs.

[00:12:00]But let’s look at our describing words. Let’s see if they’re describing a person. Okay. Or describing a decision, instead of just saying, this decision was made by the president, this, this, um, impactful decision, okay, that, that, is that a bias word or is that just an amplifying word? This horrible decision, oh, gosh, well, maybe we got our news from the right or from the left.

So if I had three articles, all about a similar topic, but I could have the kids pick out the bias and then have them go find a good, a good, source. Okay, you find out more about this, but I want you to show me the bias. So, for me, that gives the kids confidence and the knowledge that just because they see something on their phone on a news site doesn’t mean it’s valid.

You know, there, there are lots of news sites that have tons of bias in them. So why not show the students, you have to know, you have to be able to find it multiple places. You should, you should actually look at news

[00:13:00] from the right and from the left, because the, well, where’s the truth? You know, if you just get, and even teaching them confirmation bias, and how when they go searching for something online, that the algorithms actually push them farther towards the extremes very quickly. So if you go looking for a news article, some of those clicks will push you farther and farther away from the middle and towards an extreme based just on your searching, whether it’s YouTube or anything. you know, you go searching for the first amendment and suddenly you’re, you’re in some extremist website or you go searching for something else and you’re way over on Antifa.

It’s like, how did I get here in three clicks? The algorithms try and push you. One way or the other, so teaching the kids that helps them understand and be more confident in their own knowledge.

Sandie Morgan: Um,so you’re making me think about, I’ve started going to the gym this year and I’m being pretty faithful to it, but I am, I am strengthening muscles that have [00:14:00] not been used a lot. And then when I find myself. self in a situation, those muscles are much more responsive. So even though this content about bias and confirmation bias is not directly related to an online predator, when that online predator shows up and starts grooming and uses adjectives that Oh, that’s, that could be misconstrued. this kid is going to push back on that and be what we want more resilient to that. Okay. I. I am a pediatric nurse. First foremost, it’s been part of my life for decades. And I still remember when I would discharge a baby with pneumonia. I looked at the family situation. Where are you living? Is the child getting everything they need, the medication? I mean, they were in the [00:15:00] hospital with pneumonia, but I’m sending them home. So, the bell rings and you send these kids home. What is the partnership? between the schools and the parents and community and caregivers that is going to assure a stronger resistance to digital risks.

Jeremy Davis: You know, um, we do a lot with, parent classes, whenever we can. Sadly, they, we don’t always get the greatest attendance. but like recently we did a, a parent university, for, one of our Title I schools, where we had a number of parents come way back. We’re doing five of them right now at five different schools.

but I came in. to that class for an hour and talk to them about digital wellness at home. you know, told them, look, my devices in their homes aren’t the problem because my devices are filtered no matter where you go. So every child in our district has an [00:16:00] iPad. Third grade and up go home. So when they’re at home with my iPad, number one, parents can control them at home.

So we show parents how they can take control of the iPad. They can turn it off at 8 o’clock. They can lock it so it’s just on like Sora, so they can only read books. They can feel more comfortable if it’s out of sight. you know, we do that kind of work. But I also talked to them about how. Really the problem is unfiltered internet at home and student and like a phone if they’ve given their their students a phone or their own device and they’re letting them be in their bedrooms with it or have it overnight.

So we try and do that education, but we’ve also Turn that education into a video, online, and we’re translating it using some AI. It’s really crazy. It’s my voice and my lips move and I’m speaking Korean. It’s crazy. It’s really cool. So we’re about to launch that. We made sure our translators looked at it to say, yeah, this, this is fine.

but really cool. But, but that way any PTA group could take my. My [00:17:00] presentation that’s normally an hour. It’s we sort of turned into about half an hour because there’s no, no Q and a, but Anybody, any PTA could use it and just send it home and say, Hey, please watch this at some point. So it’s not, you know, if we did it on a five o’clock on a Monday and that’s during soccer.

And we only had five parents come, the rest of them could watch it and still get the same information. we also try and send letters home during the beginning of the year. Um,when our teachers are doing very specific topics on digital safety, there are letters that go home to the parents saying, Hey, this is what we talked about there.

Here’s where you can go on common sense media and get more information. And here are some questions you could talk with your kids about. you know, and I don’t actually know how many parents do,follow up with that at home, but I know we try and get that information out. So the parents know, Hey, this is fresh in your kid’s mind.

If you want to have a discussion.

Sandie Morgan: Okay, so here’s the question. I’m thinking back with my own kids and I would be the [00:18:00] person in the room at the half hour mark with my hand raised and I’ve got more questions. I think I don’t feel confident in responding to this. I’m, they’re better at this than I am. So as a parent, I’m actually a little vulnerable to being told by my own kids that, oh, no, no, that’s not right.

And they take the device away from me. And then, Now that I’ve studied this, it’s like kids can manipulate their parents. And so who do parents go to? Who is, who is their trusted advisor? obviously, I’m not going to give out your cell phone number so everybody can call Jeremy. Although that would make a great hashtag, call Jeremy. where do they go when they don’t feel confident because I think creating a community around our kids that has more resilience and you identified confidence [00:19:00] in this. I think parents are not confident.

Jeremy Davis: I agree. Um, you know, it’s one of the first things I talk about when I’m doing these parent meetings is, hey, whose phone is it, because I talk about, if at 9 o’clock at night, you’ve put the phone in your room and the child now has their phone at 9 o’clock at night. That tells me your lock is broken on your door or your safe isn’t working anymore because, it’s not the child’s phone.

I don’t care if the child, even if the child has a job and pays for the phone, if unless they’re paying for their mortgage out of the house and they’re paying for their insurance and their clothes and their food and their car. Then, no, it’s your phone. And, and so I even have parents, I even say it like three times during my presentation.

Whose phone is it? My phone. Yes, it’s your phone. You’re the parent. It’s your phone. Take it away. turn it off. Call Verizon. That, that phone’s off now. and, and that’s the thing. There, I, I always tell people YouTube is amazing. [00:20:00] It has some stuff on it we don’t love. But at the same time, it’s also the most educational website in the world, right?

So if you want to learn How to deny your child’s phone Wi Fi at home. You go on YouTube and say, How do I turn off the Wi Fi just to one phone? Because you can go onto your home internet, and you can turn it off just for that phone, and say, Nope, you don’t get internet anymore. So, there are a lot of these things you can do, where you go to YouTube and ask the questions, but a lot of what I do, and that you don’t just go print a contract online.

There’s a ton of them, but maybe you get three or four of them. You read through them as a parent, and then you sit down with your child and you say, Hey, before you get this phone, or if they already have a phone, you say, Hey, give me your phone for a minute. You take it back and you say, okay, now, before you continue using this phone, we need to talk about some things.

We need to talk about your behaviors. When you talk about social media, if you’re going to be allowed to have Things like if you’re going to be on social media, number one, I will be your, your friend, you know, and, and the moment I find out you have a [00:21:00] second social media account, the phone’s gone for a month or whatever it is, but, but you work with the kids on this.

If you make a fake social media account and I’m not a part of it, what will the punishment be? And you help the child helps you come up with these punishments. Right? And tweens and teens are different. But, but if you come up with the, with, with the punishment, really consequence, there’s cause and effect here in the world.

So when the child, when you say, Hey, give me your phone, I want to look at your search history and it’s blank and your contract says, if they ever delete their history, they lose their phone for a week. Then you can show them the contract and say, Oh, you did number two. So what’s the consequence? Oh, I lose my phone for the week.

Yeah, gosh, you really made a bad decision, but remember, we decided together as a family, here’s your signature right here on the bottom of it, that if you do number two, if you delete your search history, or you delete your texts, or you delete your emails, then you lose your phone for a week. First offense.

So this is first offense. So I guess we have to go by the [00:22:00] contract. And that’s where the parent has to have the confidence. Because if the parent bends and says, Oh, but you know, um, I need to pick you up from school tomorrow. So, no, you have to have that phone. So, I guess you’ll just lose it for a couple hours tonight.

No, no, no. You figure out how to pick up the kid. Look, you figure out how to deal with not having a phone for a week. Even if it, even if it causes you some kind of problem too. You know, or you go and buy one of these safe phones where it’s just a flip phone. And say, here you go. You can have a backup phone.

We bought it for five bucks and we paid for a hundred minutes. We’re only going to use about three minutes this week, but you get a flip phone. It doesn’t even text. Good luck.

Sandie Morgan: my gosh. You’re tough. You’re, that’s tough parenting,

but it does take confidence,

to be able to do that. A few episodes ago, we interviewed Dr. Delaney Rustin, who, started the Screenagers response. Just fascinating. And she talks about contracts. So go back and listen to [00:23:00] that if this is new conversation for you.

Jeremy. Jeremy. I’m, I’m really concerned about kids who really are more tech savvy than their parents. And this is, this is, this is an area where I think schools can help us by giving out little maybe, here’s some once a month tips. that are constantly reminding parents that their kids are figuring and it’s part of their job.

Once you hit adolescence, your job is to become an independent adult. So you’re not disobeying just because, Oh, I want to disobey and disrespect my parents, but I’m supposed to be learning. It’s my developmental goal, how to be a healthy. independent adult. So they are [00:24:00] constantly working around and on YouTube, you can search and find some ways to work around.

Like a kid whose parents said, no, you can’t have Snapchat, deleted it, and then found a way to go and secretly downloaded again. And so I’m looking on YouTube and I find out, I can find as the parent where the downloads are happening and go and look and see what my kid downloaded. This is a learning Experience, I started to say opportunity, I need some coaching from the school.

And if I were a parent in the, your district, I think that kind of communication beyond events, is is what we’re looking for. It’s like, I need a trusted advisor, just like the kids need a trusted adult.

Jeremy Davis: [00:25:00] Sure. we do social media campaigns as well. pretty consistently around digital wellness. It’ll be things like, Hey, parents, do you know about thorn? And have you subscribed to their blog? Hey, parents, do you know about the National Center for Missing and Exploited Children? You need to subscribe to their blog.

It’s great. Hey, parents, do you know about screenagers? Are you getting their tech talk Tuesday? Emails to have conversations with your kids, right? So we’ll broadcast that out across our Instagram, our Facebook, our Twitter, pretty regularly. And then our schools will pick it up and amplify those as well.

And then part of what I do when I do my talks at the schools, but also what we’ve put online are a lot of guides for parents on potential contracts on some different software that they can download. And that’s all on our internet safety page, which we’re constantly pushing out as well that on the parent side on the parent page.

mainly because one of the, one of the talks I do have with, with when I do my talk is. Hey, you probably need some kind of software on [00:26:00] your phones, depending on your level of trust with your kids, because number one, it’s all about building relationships with your students, with your child. So if you have a great relationship, you have trust, and you can talk to them, then you might not need the software until a certain time.

I always use my kids as examples when I’m doing my talks. One of my kids, is 16 and has never needed the software. I’ve never once put tracking software on a device. One of my children, on the other hand, at about, about 16, also had a significant issue where suddenly I felt the need to put tracking software on every device that, that, you know, that they were connected to.

So we had our consequences. They lost their phone. They lost their gaming computer. They also lost the door to their bedroom. So

Sandie Morgan: Ha! Ha!

Jeremy Davis: okay. We’re gonna be, uh, you know, we know there was a behavior, there’s a consequence to that behavior. You made a bad choice. And just like in life, when you make bad choices, things happen.

and then we put some software on. And so there is software you can get. I always tell the parents, do not put it on [00:27:00] without talking to the kid. do not just put this tracking and spring on. Hey, I’ve been tracking you for three months. Look at all you downloaded snapchat No, you tell them my device my phone my plan I’m putting software on there because you’ve made this decision or that decision And again, everybody gets a parent their own way.

You could start off the first moment you give them a phone and have it being tracked. There’s some really cool software out there. We as a district don’t say, go buy this software. But we instead show people how to search and how to find multiple software. Because some are better for Android, some are better for iPhone, some are better for Xbox 360, some are better for a PC.

So. Maybe you need to track a phone, a gaming PC, and an Xbox 360. So there’s software that’s good for those three devices, whereas a parent, you’re getting alerts. If they’re, if they’re downloading, you’re getting alerts. If they search for certain keywords, that might be,linked to sexuality or whatever it is.

So you can get these alerts and you can sit and have a conversation with your, with your [00:28:00] kiddos around that. But,

and you’re right, the kids will hack them all.

The kids will figure out ways to do some things, but not all.

Sandie Morgan: but we, we still do our best as parents.

Okay. Last question. What about schools? What lessons have you learned that other schools could learn from? Like give me three tips before we sign off.

Jeremy Davis: Number one is it’s everybody’s job. It’s not, I mean, it’s not the IT’s department job to do digital wellness. That’s not, that’s not. It’s everybody’s job. And, and, and when you see how it all really fits together in my presentation, I have it all mapped out where you see digital wellness and you see the castle, the California SEL standards, and you see like the health standards and how they all really, really work together really well.

This is a whole district effort, to move forward. So that’s number one. Number two, I think getting parents involved as much as you can, but if they’re not coming. Do you reach them other ways? Like we talked about, like with social media or making videos and pushing them out and then translating those videos and [00:29:00] getting those out.

but also talking to the students. I did, uh, focus groups with kids around our digital wellness lessons and had them tell me what they liked and didn’t like what they were learning and didn’t learn. And now we survey our kids every single year, twice a year, and the survey points they don’t do well on become our next set of lessons.

So it’s like, okay, they didn’t, they didn’t understand that, even though we’ve taught it to them a bunch of times, I only have 50 percent of kids who think this, therefore I need to get that up to 80. So I need to make a new lesson. And now we’re going to readapt our videos and change and add that lesson in, resurvey at the end of the year and see if their knowledge has grown.

So some kind of measure, you know, cause a lot of times it’s just throw out digital safety lessons. No idea if they worked or not, but you should have some kind of accountability, some kind of measure Before you start teaching after you’ve taught at the end of the year Where are we and then how do you adjust and move forward?

You don’t just keep teaching the same thing.

Sandie Morgan: Wow. Jeremy Davis. I will invite you back, we’ll have more conversations. [00:30:00] We can keep our kids safe, but we also must build resilience. So my key takeaway today is that we’re going to have more confident kids who can say no to unhealthy relationships and to things they see online. So I thank you so much, Jeremy.

Jeremy Davis: You’re welcome. Thank

you

Sandie Morgan: listeners, we’re inviting you to take the next step and go over to ending human trafficking. org to find the resources we’ve mentioned today and so much more. And if you haven’t visited our site before, take time and become a subscriber to receive a newsletter with the show notes when a new Episode drops. And if you’re already a listener, write a review to help others find us and follow us on LinkedIn, Facebook, Instagram. We want to stay [00:31:00] connected together. We will build confidence and resilience in keeping our community safe online. I’ll see you in two weeks.