Abstract
The rapid expansion of digital tools and social media is transforming the classroom from a primarily protected space for learning and interaction into an increasingly visible space for digital content creation. This policy brief examines how education systems in Cameroon, Kenya, and Zimbabwe are responding to the emerging risks associated with recording, sharing, and circulating classroom content involving children. It draws on field research, interviews with educators and parents, policy reviews, and stakeholder discussions to explore the intersection of education, technology, digital rights,