Guidance for parents,
support workers and carers

A practical guide to using Trace and Cache with the young people you support.

The Games

Trace and Cache (our digital detectives) were designed by Women’s Aid to be play independently but it works best when there’s a trusted adult nearby. The guide helps you make the most of each game with the young people in your care.

You don’t need to be a digital expert. The games do the teaching. Your role is to create a safe space to play, and to help young people connect what they learn to their own lives.

Before you start

  • Read through the game overview above so you understand what each game covers
  • Choose a game relevant to what feels most urgent for the young person — there's no required order
  • Make sure you have a quiet, private space where they can play without being observed or interrupted
  • Let them know upfront that it's okay to pause or stop at any point
  • Make sure the device is one they feel safe using — not a shared family device where history might be visible

While they play

  • You can sit with them or nearby — follow their lead about how much support they want
  • Avoid commenting on decisions they make in the game; let Trace and Cache do the teaching
  • If they seem distressed or unsettled, it's fine to pause — the games deal with topics that may feel relevant to their situation
  • Don't push them to complete all four games in one session; one at a time is absolutely fine
  • It's okay if they want to replay a game — repetition helps learning stick

After they play

The conversations after a game are often where the most valuable learning happens. Keep it light and curious — not a test.


  • Ask what surprised them, not what they got right or wrong
  • If a topic resonates (e.g. someone asking them questions online), follow their lead gently
  • Normalise the skills — "these are things loads of people don't know"
  • Link it to real situations where appropriate, without pressure
  • Record anything significant in line with your organisation's safeguarding procedures

In group settings

The games can be used in small group sessions as well as one-to-one.

  • For groups, consider projecting the game and playing together rather than individual devices
  • Encourage discussion on decisions — "what do you think, fishing or fine?"
  • Be mindful that group discussion about online safety can surface personal disclosures
  • Games 1 and 4 (passwords and deepfakes) tend to work well in group settings; Games 2 and 3 may prompt more personal reflections
  • Always debrief as a group at the end and ensure quieter participants have a chance to speak

What to know about each game

You can start anywhere, but we recommend starting with game two (digital footprints) to learn about private browsing.

Game 1

The Uncrackable Password

This game teaches a memorable, secure password method.

Afterwards, it's worth gently asking whether they have any important accounts (email, social media) and whether they feel confident about those passwords.

Be careful not to ask them to share their actual passwords.

Start a conversation. 
Try saying...

“Shall we think about whether any of your actual passwords use this technique?"

Game 2

The Digital Footprints

This game covers browser history and private browsing — topics that may be especially sensitive for young people in refuge settings, where device monitoring by an abusive adult may be a real concern.

Handle with care. Validate that wanting privacy is normal and healthy.

Start a conversation. 
Try saying...

"Is there anything online you'd want to be able to do more privately?"

Game 3

The Curious Gamer

Information fishing is a concept that may resonate strongly — some young people will already have experienced this.

Let them lead any sharing. If something comes up that sounds concerning, follow your safeguarding process.

This game is a good conversation starter for online relationships more broadly.

Start a conversation. 
Try saying...

"Have you ever had someone ask questions online that felt a bit off?"

Game 4

The Deepfake Detective

This game tends to generate the most lively reactions — the examples are surprising and the skills feel immediately useful.

It opens up good conversations about trust, verification, and who we believe online.

Less likely to surface personal disclosures than Games 2 and 3, so often a good one to start with.

Start a conversation. 
Try saying...

"Have you seen anything online recently that you weren't sure was real?"

Safeguarding reminder

These games may prompt disclosures from young people about their online experiences, relationships or safety concerns. If a young person shares something that raises concern, follow your organisation’s safeguarding policy and record appropriately.

If a young person becomes distressed during a game, it’s always appropriate to stop, reassure them and attend to their emotional needs before any return to activity. Their wellbeing comes first, the games will be here when they’re ready.

 

Services you can contact if you have any concerns:

Childline


Free and confidential support, open 24 hours a day, 7 days a week. Call 0800 1111 or through online chat at the Childline website

CEOP

If you’re worried about something sexual that’s happened online or the way someone has communicated with them online, report it to the CEOP website