Reflect

Cybercrime is a major economic drain worldwide. Figures suggest that the global cost of cybercrime is in the trillions of dollars annually. Figures can be debated, but estimates for 2025 range from around $1.2  trillion to $11  trillion. The upper figure is comparable to the global cost of Covid and exceeds the GDP of many countries.

Whilst we often imagine cybercrime as the work of shadowy adult gangs, the reality is more surprising. It was actually three adolescents who were arrested for the devastating attacks on the Co-op, M&S and Harrods. Back in July 2025, two teen boys aged 19 and 17, and a 20-year-old young woman were apprehended on suspicion of Computer Misuse Act offences, blackmail, money laundering and participating in the activities of an organised crime group.

Teens, in fact, are responsible for a significant portion of cyber-offending. I recently chatted with Professor Julia Davidson and Dr Ruby Farr, two cybercrime experts who have conducted the largest ever study into the topic; the CC‑DRIVER European Youth Cybercrime Survey, which was commissioned by the EU and Europol.

The study surveyed 8,000 young people in the UK and Europe, and found that around 69% reported engaging in at least one form of online risk‑taking or harmful activity in the past year, from digital piracy and trolling to sharing harmful content. When it came to more serious criminal acts, the research found that 47% had engaged in at least one activity that could be considered a criminal offence (hacking, cyber fraud, identity theft). 15% had shared self-generated sexual images with others. 12% had been involved in money laundering. 10% had participated in hacking. Alarmingly, 7% had committed acts that equate to terrorism.

To put it in context: in a classroom of 30 students, over 20 may have engaged in some form of unlawful or harmful online activity, and roughly 14 in a serious offence. The research also found significant engagement with high-risk online spaces, with significant numbers of teens using TOR, dark web forums and illegal virtual markets.

Motivate

Many young people are highly capable with technology. The same skills that can be misused in cybercrime (particularly in hacking), such as problem-solving, coding and understanding networks, can be developed and channeled safely and ethically.

The entry point into hacking and cybercrime is gaming and, as we all know, gaming is wildly popular. There are an estimated 3.2 billion gamers in the world. 93% of so-called Gen Z game, spending on average 114 minutes each day doing so. In the UK, The Times recently published research which showed that British teenage boys spend more time gaming than doing their homework (certainly the case in our house). As parents, this can feel worrying or frustrating. Yet, when we look more closely at how young people play and what they do within games, a different picture can emerge. Deep engagement with complex games (particularly strategy, sandbox or problem-solving games) can indicate strong pattern recognition, persistence and systems thinking. These are all skills that are valuable in cybersecurity.

Gaming and hacking draw on overlapping skills and motivations: strategic thinking, persistence, creativity, pattern recognition and the satisfaction of solving complex challenges. Research suggests that the motivation for illegal hacking is often not financial. Young people, particularly avid gamers, may be drawn in by competition, curiosity and the thrill of mastery. Interviews with convicted cybercriminals show that many were technologically skilled young people who began engaging in low-level risky behaviours which gradually escalated. Often, they expressed frustration that their digital aptitude was not recognised or nurtured in a safe, legitimate environment.

At the same time, cybersecurity is a rapidly growing field of professionals protecting us from the kinds of cyber attacks that brought all those well known businesses to a standstill last year. In a recent interview, I learned that around 5.5 million people currently work in the industry globally, yet an estimated 4.8 million positions remain unfilled. Traditionally, entry into the sector required numerous qualifications, compliance certificates and work experience, creating barriers for many young people. However, the industry is evolving. Increasingly, organisations are seeking unconventional talent - young people with curiosity, creativity and technical skill.

A week or so ago, I spent a very enjoyable 30 minutes chatting with Fergus Hay, CEO and founder of The Hacking Games. This is a UK-based platform which aims to identify digitally talented young people, particularly gamers, and direct them towards ethical cybersecurity careers, rather than cybercrime. Using a gamified platform, AI tools and real-world challenges, the platform aims to build skills, close the large cybersecurity workforce gap and prevent harm.

Fergus explained to me that the overlap between gamers and hackers is 100%. The types of games that young people choose to play can reveal a lot about how they think. Fergus describes how games that ‘go bang’ like Call of Duty or Fortnite test how young people work under pressure, collaborate in a team or anticipate other people's behaviour. Strategy-based games, like EVE Online, Farmville or The Sims demand long-term planning and patience. Many keen gamers also experiment with game modifications (or ‘mods’). In essence, these are pieces of software that they've developed or used to alter gameplay and perhaps get an unfair advantage. For example, in a shooting game, a player could manually aim their gun to shoot, leaving room for human error. Alternatively, they could develop or use an 'aimbot', which will automatically and precisely target opponents. Fergus explained that this kind of mod is the first step into hacking and is actually a highly finessed and desirable cybersecurity skill.

Sadly, cybercriminal networks are highly attuned to teen online behaviour. They actively observe gaming ecosystems and are skilled at identifying young people who are both technically talented and psychologically vulnerable. Often, this starts with a child who stands out for their ability to modify games, create cheats or exploit systems. Once they are noticed, they may be approached and groomed, frequently with offers of cryptocurrency in exchange for work. So, at home, recognising these skills and harnessing them for good is key.

The team at The Hacking Games has developed software that analyses young people’s gaming skills and software modification abilities to identify potential aptitude in cybersecurity and ethical hacking. The platform is designed by young people and uses an interface which feels like a game. Users are asked questions about how they game and to upload their mod software. They are provided with a profile in gaming language which outlines their aptitudes and what sort of jobs in cybersecurity they might be good at. Any teen can go onto the platform, create a profile and try it out here. Please note that the site is currently in MVP (beta) stage and welcomes early users’ feedback. Why not invite your tech-savvy teen to give it a go?

Support

Experts emphasise the importance of recognising and valuing your child’s digital strengths. Strong gaming, coding or problem-solving skills are not trivial or wasted time. They can signal creativity, technical aptitude, leadership and persistence. Acknowledge these abilities and show genuine interest in how they spend time online. As Fergus said to me, “I'd really like to encourage parents to think about gaming as a live laboratory for skills development. Realise that you've got to manage it. You know, it doesn't mean 15 hour windows of gaming, but understand that it's not necessarily frivolous, useless time. It can be really, really accretive.”

Take an interest in their games, the platforms that they use and how those spaces make them feel. Yes, this might mean getting into their world by gaming with them. Granted, it might not be top of everyone's list in terms of how to spend the weekend, but playing computer games with our children is the digital equivalent of kicking a football around together. When we join in, it builds trust, strengthens relationships and opens up natural conversations. Children and teens are far more likely to talk when they feel understood rather than interrogated or criticised.

Many multiplayer games involve teamwork, communication, leadership, planning, creativity and the ability to work under pressure. When we observe or participate, we can see these skills in action rather than assuming gaming is passive or isolating. By gaming with them, we can actually help to develop their skill sets. For example, games like Minecraft or Roblox also allow children to design, build and code their own worlds, something that we might encourage.

Being present in your child’s gaming life helps you understand who they are playing with, how public or private their gaming spaces are and whether they are being approached by strangers. Set clear, age-appropriate boundaries together and make use of parental controls that feel right for your family. For younger children, private servers (where all participants are approved) can help keep them safe, and should be non-negotiable if at all possible. Encourage them to avoid chatting with strangers and explain that they should never move to another platform or private space at someone else’s request, just as they wouldn’t get into a car with someone they don’t know.

It’s also important to have non-judgemental, exploratory conversations about risk, ethics, values and legality. The relative anonymity of digital spaces can make actions feel detached from real-world consequences, and young people may be more likely to downplay the impact of harmful behaviour or cross boundaries that they would be unlikely to cross offline. Talking through grey areas is important. Do they realise, for example, that piracy is a criminal offence? Do they understand the real-world consequences of online actions? Is it always clear what is legal or illegal online, especially as legislation in this area changes rapidly? Is it always clear where curiosity and experimentation cross into risk? Clear, age-appropriate conversations about online behaviour, legality and ethics give children a framework for making safer choices. Fergus suggests asking an AI tool to translate the Computer Misuse Act into digestible, child-friendly terminology and exploring together what is right and wrong online.

Fergus told me about a tween who, aged just 12, hacked a popular online game and sold unreleased digital tokens on a secondary market, earning tens of thousands of dollars in a single day. That money was moved into cryptocurrency and grew rapidly to a vast sum. Thankfully, he approached his parents as he was concerned about tax thresholds! This created a pivotal moment where the family could intervene and redirect his skills in a positive way. Today, that young person is thriving, using his abilities ethically through structured projects, internships and mentoring, but it could have been a different story. If your child has a cryptocurrency wallet or speaks confidently and knowledgeably about crypto at a young age, pay attention. This level of exposure usually comes from somewhere, and it can be a signal, not necessarily of wrongdoing, but of skill that needs guidance, boundaries and support. If they start asking for pre-pay cards or Amazon gift cards, gently explore what they want to use these for.

Developing and modelling strong cybersecurity habits is key. Children should understand how to recognise suspicious links, use strong passwords, manage privacy settings and think carefully about what they share online. Being open about mistakes shows that learning is normal and safe, rather than something to hide. For further cybersecurity tips, check out Professor Davidson and Dr Farr’s tools for young people, parents and educators.

Last, but by no means least, let’s celebrate digital talent. Industries need young people with these skills and young people will benefit from exposure to opportunities and role models. Hackathons (of which there are many) can allow teens to develop skills in a structured, positive environment (keep an eye out for the inaugural esports hacking games taking place later this year). Nudge them to take a look at organisations like Girls Who Hack and The Hacking Games, or to find out more about inspiring ethical hackers such as 14 year old Marco Liberale. In the UK, schools can lean into existing government-backed programmes such as CyberFirst and TechFirst. By setting supportive boundaries and connecting young people with positive pathways, we can help turn potential risks into possibilities.