UNICEF STUDY GUIDE

Cita Hati West Model United

Nations

​
UNICEF : Focuses on children’s rights, health, and education.

Topic: Combating cyberbullying targeting cultural and racial identity among the
youth
I. Introduction to Board of Directors
Fayqueeta

Distinguished Delegates,

It is my pleasure to welcome you to the UNICEF Committee. I am truly honored

to serve as your Chair and look forward to guiding our discussions throughout this
[Link] me to briefly introduce myself. I am Fayqueeta Wijaya, though
you may call me Faye. I am a 15-year-old student studying in Sekolah [Link]
MUN journey has given me the opportunity to participate in both national and
international [Link] my MUN experience, I have been fortunate
to receive a few recognitions, which have strengthened my skills in diplomacy and
public speaking.

To me, MUN is far more than a conference, it is a platform where young people
can develop critical thinking, embrace different perspectives, and work together to
create practical solutions to real-world issues. As your Chair, I encourage each
delegate to participate actively, respect each other, and engage in constructive
debate.

I am confident that, together,we will create an engaging, respectful, and

productive committee session, please read the study guide and always follow your
country's stance. I look forward to witnessing your ideas, debates, and
collaboration, and I wish each one of you the very best throughout the conference
Don’t hesitate to email me (fayqueeta@[Link]) for any inquiries!

Yours sincerely,

Fayqueeta Wijaya
Chair, UNICEF Committee
​ Keenan

​ Howdy Delegates!

My name is Keefe Keenan, and I’m very excited to welcome you all to the UNICEF
council here at CHWMUN. (quotes) and possibly your ability to survive long
moderated caucus will be as well. Faye and I will be serving as your chairs for this
council, and together we'll be guiding you through what will hopefully be a
productive, engaging, and (hopefully not) Chaotic committee session!!.

I've been part of this MUN circuit since 2023, and honestly it has been a pretty hectic
and fun journey. MUN has helped me to learn about global issues, meeting amazing
people, and step out of my comfort zone. Furthermore, it has also taught me that
debates about global policy can be intense for something that, a few weeks earlier,
most of us have never heard about.

For those who are new to MUN, don't worry about making mistakes. Everyone starts
somewhere, and the best way to improve is simply be active, speak up and learn along
the way. Most importantly, remember to enjoy the experience. Debate passionately,
collaborate with your fellow delegates, and try not to panic when the dais asks for
motions. Timothy and I are here to guide the discussion, keep things running
smoothly, and occasionally remind delegates that the speakers list does, in fact, exist
for a reason.

Last but not least, do not forget to have fun!! Delegates. If you have any questions
feel free to contact keefekeenan1208@[Link]. Looking forward to seeing you !!​
II. Introduction to Council

[Link]
UNICEF was established by the United Nations General Assembly on December 11, 1946. It
was originally created to provide emergency food and healthcare to children and mothers
affected by the devastation of World War II. In 1950, its mandate was expanded to address
the long-term needs of children and women, and in 1953 UNICEF became a permanent part
of the United Nations system.

[Link]
UNICEF’s work is guided by the principle that every child has rights that must be protected
without discrimination. In practice, this means UNICEF supports governments and
communities in building systems that help children survive, thrive and [Link] Convention
on the rights of the Child is central to this mission, providing the legal and moral foundation
for international action on children’s well-being.

UNICEF's primary global headquarters for executive leadership ,located at 3 United Nations Plaza, New York,
NY 10017, USA.
[Link] Aspects
A major role has been played by UNICEF in reducing child mortality and improving
children's lives by concentrating resources where large impacts are delivered by small
investments, especially through immunization campaigns, basic health services, nutrition
programs and education initiatives in the poorest countries. It is based on children's rights and
follows the rules of the Convention on the Rights of the Child. This has helped make sure that
children's issues are a part of national plans and global goals. It also makes sure that
governments promise to meet standards about health, protection, being able to take part and
education.
[Link] Aspects
UNICEF is also subject to criticism and limitations. Some analysts argue that UNICEF's
emphasis on universal child rights can sometimes neglect the most urgent survival needs in
specific contexts or clash with local cultural norms, creating challenges in terms of
[Link], like many UN agencies, UNICEF relies on voluntary
contributions, which can result in funding shortfalls, inconsistent programme coverage, and
pressure to prioritise donor interests over local needs.
II. Introduction to the Topic

The rapid expansion of digital technologies has fundamentally transformed how children and
adolescents communicate, learn, and participate in society. Social media platforms, online
gaming communities, messaging applications, and digital learning environments have
become integral to children's daily lives, providing unprecedented opportunities for
education, creativity, and cross-cultural interaction. According to the International
Telecommunication Union (ITU), approximately 79% of young people aged 15–24
worldwide were using the Internet in 2023, making adolescents the most connected age
group globally (ITU, 2023). While this increased connectivity has facilitated greater access to
information and strengthened global communication, it has also exposed children to new
forms of online harm that transcend geographical and cultural boundaries.

Among these emerging challenges, cyberbullying has become one of the most significant
threats to children's safety and well-being in the digital environment. UNICEF defines
cyberbullying as bullying conducted through digital technologies, including social media,
online messaging platforms, gaming communities, and mobile devices, where harmful
content can be repeatedly shared and viewed by large audiences (UNICEF, 2023). Unlike
traditional bullying, cyberbullying is not limited by time or physical location; harmful
messages, images, or videos may remain accessible indefinitely, allowing victims to
experience repeated psychological distress long after the initial incident. The anonymity
provided by many online platforms further enables perpetrators to evade accountability, while
the rapid dissemination of digital content often amplifies the emotional and social
consequences experienced by victims.

An increasingly concerning aspect of cyberbullying is the growing prevalence of harassment

targeting children's cultural and racial identities. Identity-based cyberbullying includes
discriminatory behaviour directed at an individual's ethnicity, race, nationality, religion,
language, traditional practices, or cultural background. Such behaviour frequently manifests
through racist comments, hate speech, discriminatory memes, exclusion from online
communities, cultural stereotyping, and the dissemination of false or harmful information
targeting specific groups. UNESCO identifies discrimination based on race, ethnicity,
religion, migration status, disability, gender identity, and other social characteristics as one of
the primary drivers of bullying both online and offline (UNESCO, 2019). As societies
become increasingly interconnected through digital technologies, prejudice that once existed
within local communities can now spread globally within seconds, significantly magnifying
its impact on children and adolescents. Moreover, the consequences of cyberbullying extend
far beyond temporary emotional distress. According to UNICEF's global survey involving
more than 170,000 young people across 30 countries, one in three adolescents reported
experiencing cyberbullying, while one in five respondents stated that they had skipped
school because of online bullying and violence (UNICEF, 2019). As a result, victims
frequently experience anxiety, depression, loneliness, declining academic performance,
reduced self-confidence, and long-term psychological trauma.

As digital technologies continue to shape children's everyday experiences, ensuring a safe,

inclusive, and respectful online environment has become an increasingly important
responsibility shared among governments, international organizations, educational
institutions, technology companies, parents, and young people themselves. Delegates should
therefore examine not only the immediate impacts of cyberbullying targeting cultural and
racial identity, but also the structural factors that enable such behaviour to persist.
 Key Word Definition

Cyberbullying
The term "cyberbullying" refers to bullying or
harassment that takes place using digital devices
such as cell phones, computers and tablets. It
involves repeatedly and deliberately using social
media, messaging platforms or online games to
scare, anger or shame the person being targeted.

Cultural Identity
The concept of cultural identity refers to the
perception of an individual's affiliation with a
particular cultural group. These group cultures can
be defined by a variety of factors, such as ancestry,
appearance, attitudes, behaviour, family, education,
ethnicity, health practices, history, locality,
nationality, political beliefs, profession, religion,
skills and social class..

Racial Identity
A person's sense of self, based on their membership
of a particular racial group, is known as racial
identity. Shaped by psychological, cultural and
sociopolitical factors, it encompasses how you see
yourself, how society labels you and how others
treat you.

Identity-Based Cyberbullying Identity-based cyberbullying is the repeated online

harassment of an individual specifically targeting
intrinsic or perceived aspects of their identity, such
as race, gender identity, sexual orientation, religion,
or physical appearance.

Convention on the Rights of the Child (CRC) The Convention on the Rights of the Child (CRC)
is the most universally accepted human rights
instrument, ratified by every country in the world
except two. The Convention incorporates the full
range of human rights - civil, political, economic,
social and cultural rights - of children into one single
document.

Digital Connectivity (Youth) Digital connectivity refers to children and young

adults' meaningful access to the internet, digital
devices, and online services. It goes beyond basic
internet availability to include digital literacy,
affordability, and the capacity to safely engage in
education, employment, and social life
Digital Literacy Digital literacy is the ability to confidently and
safely find, evaluate, create, and communicate
information using digital technologies.

V. Status Quo

Cyberbullying has become increasingly prevalent alongside the rapid expansion of internet
access and social media usage among children and adolescents worldwide. According to
UNICEF, approximately one in three young people in 30 countries reported experiencing
cyberbullying, while one in five reported skipping school because of online bullying and
violence (UNICEF, 2019). This indicates that cyberbullying is not only an issue occurring
within online spaces, but also one that can affect children's education, social development,
and psychological well-being. Furthermore, UNESCO reported that nearly one in three
students worldwide have experienced bullying, with cyberbullying becoming an increasingly
important extension of traditional bullying as children spend more time communicating
through digital platforms (UNESCO, 2019). The rapid expansion of digital connectivity has
therefore created a situation where children can remain exposed to harassment even outside
traditional environments such as schools and communities.

The issue of cyberbullying is particularly concerning when it targets cultural and racial
identity. Children may be targeted because of their ethnicity, nationality, religion, language,
indigenous background, or cultural practices, with perpetrators using social media, online
games, and messaging platforms to spread discriminatory comments, stereotypes, hate
speech, and exclusionary content. UNESCO has reported that children who are perceived as
different because of their race, ethnicity, nationality, religion, or other personal characteristics
are more vulnerable to bullying and discrimination (UNESCO, 2019). Moreover, the digital
environment allows these forms of discrimination to reach significantly larger audiences than
traditional forms of bullying. A discriminatory message or image can be shared repeatedly
and across international borders, meaning that the victim may have limited ability to escape
the abuse or control the spread of the content. The anonymity provided by digital platforms
can also encourage perpetrators to engage in behaviour that they may not otherwise carry out
in physical environments.

Different regions experience cyberbullying in different ways depending on internet

accessibility, digital literacy, social conditions, and national legislation. In countries with high
internet penetration, children are more frequently exposed to social media and other digital
platforms, creating greater opportunities for cyberbullying to occur. However, countries with
lower levels of digital development may face different challenges, particularly due to limited
awareness of online safety, insufficient child protection systems, and a lack of accessible
reporting mechanisms. UNICEF has emphasized that children in low- and middle-income
countries may face additional barriers to protection because governments and communities
may not have sufficient resources to establish comprehensive digital safety programmes
(UNICEF, 2023). Furthermore, the cross-border nature of digital platforms creates
difficulties for governments attempting to regulate online behaviour, as perpetrators may be
located in different jurisdictions from their victims and online platforms may operate under
separate legal systems.

The problem is also influenced by the increasing use of social media platforms and online
communities. Children and adolescents may participate in multiple digital environments
simultaneously, including social networking applications, online gaming platforms, and
messaging services. This creates several opportunities for cyberbullying to continue across
different platforms even when content is removed from one location. Research has shown
that cyberbullying may be associated with a range of negative outcomes, including anxiety,
depression, loneliness, and reduced academic performance (Kowalski et al., 2019). In
addition, when cyberbullying is directed towards cultural or racial identity, the consequences
may extend beyond the individual victim because discriminatory content can reinforce
stereotypes and prejudice against wider communities. As a result, cyberbullying can
contribute to the normalization of racism and discrimination within online spaces, particularly
when harmful content receives significant attention or is not effectively moderated.
IV. Past Actions

The United Nations Convention on the Rights of the Child (UNCRC) is an international
human rights treaty that protects children’s rights to education, health, safety, participation
and non-discrimination. It is one of the most important global legal frameworks for ensuring
that every child under the age of 18 is treated as a rights-holder and receives special
protection [Link]

One major weakness of the UNCRC is that its implementation depends heavily on the
political will and domestic legal systems of individual states, resulting in uneven enforcement
across countries. Although the convention is widely accepted, it still lacks a robust
compulsory enforcement mechanism, meaning some governments do not fully fulfil their
obligations in practice.

Budapest Convention, the most established international treaty on cybercrime and electronic
evidence is known as the Budapest Convention on Cybercrime. It serves as a legal framework
for countries to criminalise cyber offences, improve investigative powers and strengthen
international cooperation, and it is still active today as a widely used global reference point.
[Link]

The Hanoi Convention against Cybercrime, the newest UN cybercrime treaty and the
latest major development in this issue area is known as the Hanoi Convention against
Cybercrime. The UN adopted it in 2024 and it was signed in Hanoi in 2025. The plan is for it
to become a universal framework for preventing and combating cybercrime once it has
reached the required ratifications.
[Link]
VII. Timeline

●​ 1946 — UNICEF is established to protect the rights and well-being of children

worldwide.
●​ 1989 — The Convention on the Rights of the Child is adopted, creating the main
global legal framework for children’s rights, including protection from discrimination
and harm.
●​ 2000s — Social media, messaging apps, and online gaming begin expanding rapidly,
creating new spaces for cyberbullying to occur.
●​ 2010s — Researchers and international organizations increasingly recognize
cyberbullying as a serious child protection issue, especially for adolescents.
●​ 2016 — Large-scale youth studies begin showing measurable rates of cyberbullying
across national samples.
●​ 2019 — UNICEF reports that around one in three young people in 30 countries have
experienced cyberbullying, and one in five have skipped school because of it.
●​ 2019 — UNESCO highlights bullying linked to race, ethnicity, religion, migration
status, and other identity factors as a major global concern.
●​ 2020–2021 — During the COVID-19 pandemic, cyberbullying increases, with
race-based harassment rising sharply in some groups, especially Asian America
●​ 2022 — Studies in multicultural settings continue to show that racist and ethnic
motives are important drivers of cybervictimization among
●​ 2023 — UNICEF and other child-safety actors further emphasize digital protection,
online harm prevention, and the need for safer digital spaces for children.
●​ 2024 — The UN and UNICEF continue expanding policy attention on child
protection in digital environments.
●​ 2025 — Research summaries show cyberbullying rates continuing to rise in youth
samples, reinforcing the urgency of prevention and response
●​ 2026 — Cyberbullying remains a major youth protection issue, with stronger calls for
platform accountability, digital literacy, and victim support.
VIII. Scope Of Debate

The scope of debate in this topic will focus on how states and international organizations can
combat cyberbullying that targets cultural and racial identities among children and
adolescents. The main debate will be on how UNICEF can provide a solution that is able to
protect children while also considering the different legal, cultural, technological, and
economic conditions of each country. Since cyberbullying is an issue that can occur across
borders, delegates must also consider how international cooperation can be strengthened
between governments, technology companies, schools, and local communities.

1. Prevention Through Digital Literacy and Education

The first scope of debate is how states can prevent cyberbullying before it occurs. This can be
done through digital literacy programmes, awareness campaigns, and education about cultural
and racial diversity. However, not every country has the same level of internet access,
education, or technological development. Therefore, delegates must discuss how UNICEF
can support countries that lack sufficient resources to implement digital safety education.
Furthermore, delegates should consider how these programmes can be adapted to local
cultures and languages rather than applying one universal approach to every country.

2. Responsibility of Technology Companies

The second scope of debate is the responsibility of social media and technology companies in
preventing cyberbullying. Technology companies have the ability to monitor and remove
harmful content, but the effectiveness of these systems remains different between platforms.
Artificial intelligence moderation can also fail to recognize local languages, slang, cultural
references, and coded forms of hate speech. Therefore, delegates must discuss whether
technology companies should have stronger responsibilities in monitoring and removing
identity-based cyberbullying. At the same time, delegates must consider how these
regulations can be implemented without creating excessive censorship or limiting freedom of
expression.
3. Accountability and International Cooperation

The third scope of debate is the issue of accountability for perpetrators of cyberbullying.
Since cyberbullying can happen across different countries, the perpetrator and victim may not
be located under the same legal jurisdiction. This creates difficulties for states in investigating
and prosecuting online harassment. Therefore, delegates must discuss how countries can
cooperate in dealing with cross-border cyberbullying while still respecting national
sovereignty and domestic laws. Furthermore, delegates should consider whether UNICEF can
act as a bridge between states by encouraging information sharing, international cooperation,
and the development of common child protection standards.

4. Protection and Support for Victims

The fourth scope of debate is how states can provide protection and support for children who
have already experienced cyberbullying. Prevention alone may not be enough, as victims may
experience psychological distress, social isolation, or difficulties in their education.
Therefore, delegates should discuss how governments, schools, and UNICEF can provide
accessible reporting mechanisms, counselling, and psychosocial support for victims.
Moreover, delegates should ensure that these systems are available to children from minority
and marginalized cultural and racial communities, who may face additional barriers when
reporting incidents of discrimination.

5. Balancing Child Protection and Digital Rights

The final scope of debate is how states can balance the protection of children with other
digital rights, particularly freedom of expression and privacy. Stronger regulations may help
reduce cyberbullying and hate speech, but overly strict policies may also create concerns
regarding censorship and the restriction of legitimate speech. Therefore, delegates must find a
balance between protecting children from harmful online behaviour and ensuring that digital
spaces remain open and accessible. Ultimately, the debate should focus on creating practical
and sustainable solutions that can reduce cyberbullying targeting cultural and racial identities
while considering the different economic, political, legal, and cultural conditions of each
member state.
IX. BLOC POSITIONS
ASEAN

The likely position to be taken by ASEAN would be centred on regional cooperation,

education, and digital literacy for young people. The bloc has previously supported efforts to
improve media literacy, combat misinformation and enhance child protection in online spaces
across its member states. Due to the wide variation in laws and levels of development among
ASEAN countries, the bloc would probably favour flexible national measures supported by
regional coordination rather than a single strict model for all states.

In terms of this subject, ASEAN would probably present cyberbullying against cultural and
racial identity as a risk to children's safety, social harmony, and inclusion. The bloc would
probably advocate for school-based prevention programmes, awareness campaigns for
students and parents, enhanced reporting systems, and collaboration with private companies
to minimise harmful content. It would also emphasise respect for diversity and the need to
protect children from online abuse that can exacerbate division and discrimination.

EU

The European Union would approach this issue through the lens of children’s online safety,
digital rights, and anti-discrimination policy. The EU has stated that cyberbullying is a
growing risk to children and that vulnerable or marginalised children may be targeted because
of their appearance, race, gender, disability or other characteristics. The EU also says that
combating cyberbullying is a top priority, and it has adopted an action plan to strengthen
reporting, prevention and support for minors online.

On identity-based cyberbullying, the EU would likely stress that racism, xenophobia and
hate-based abuse are incompatible with its values, and that combatting these issues is a
priority. The EU would support stronger platform accountability, safer default settings, better
reporting mechanisms and educational initiatives to help young people navigate online spaces
responsibly. The EU's approach would likely combine legal enforcement with prevention,
particularly in cases where online abuse targets race, culture, or ethnicity.
Key donor states

Countries that provide strong development or child-protection funding would likely support
UNICEF programmes. These programmes would include digital safety, school awareness,
and child mental health. This is important because effective anti-cyberbullying initiatives
often rely on training, reporting tools and educational campaigns, all of which require
sustained financial support. During discussions, these states would probably advocate for
international cooperation, data collection, and practical protection measures for vulnerable
young people.

Partnerships with technology companies to improve platform moderation and reporting

systems may also be pushed for by some donor states. Others may favour funding digital
literacy and teacher training programmes to enable schools to identify and respond to
identity-based cyberbullying at an early stage. Overall, donor states would argue that
protecting children online should form part of education and human development policies.
[Link]
1.​ How can UNICEF assist member states in preventing cyberbullying that targets
children's cultural and racial identities, and what strategies can they implement to
achieve this?
2.​ What obligations should technology companies assume with regard to the
identification, moderation and elimination of cyberbullying content that is based on
identity?
3.​ How can international cooperation be strengthened? This is to address cross-border
cyberbullying. This cyberbullying involves children and adolescents.
4.​ What measures ought to be instigated in order to provide assistance to those who have
been the victims of cyberbullying, most particularly those who find themselves
marginalised on the basis of their cultural or racial background?
5.​ How can states balance the need to protect children from cyberbullying with the rights
to freedom of expression and privacy?
WORKS CITED

United Nations. (n.d.). UNICEF | United Nations.

[Link]

Our mandate. (n.d.). UNICEF Eastern and Southern Africa.

[Link]

UNICEF UK. (2025, August 13). UN Convention on Rights of a Child (UNCRC) - UNICEF

UK. [Link]

Mingst, K. (2018). Unicef | definition, history, & facts. In Encyclopædia Britannica.

[Link]

UNICEF. (2025). Convention on the rights of the child. In UNICEF. UNICEF.

[Link]

Convention on cybercrime - cybercrime - [Link]. (2025). In Cybercrime.

[Link]

Varela, J. J., Hernández, C., Miranda, R., Barlett, C. P., & Rodríguez-Rivas, M. E. (2022b).

Victims of Cyberbullying: Feeling loneliness and depression among youth and adult

chileans during the pandemic. International Journal of Environmental Research and

Public Health, 19(10), 5886. [Link]