Fellows Program
FOSI’s Fellowship Program cultivates thought leadership, innovative research, and practical solutions to advance online safety, digital wellbeing, and responsible technology use for families, educators, and policymakers worldwide.
The Family Online Safety Institute Fellowship Program is designed to cultivate thought leadership, research innovation, and practical solutions addressing critical online safety challenges facing families, educators, and policymakers. Our Fellows contribute to FOSI’s mission by conducting in-depth research, developing policy recommendations, creating educational resources, and fostering community engagement on emerging digital safety issues.
The Inaugural Online Safety Fellow has successfully established the foundational framework for this impactful program, positioning it for growth and sustainability. By collaborating closely with FOSI leadership and external stakeholders, our Fellow has developed a strategic roadmap, identified key research areas, and launched initiatives aimed at enhancing digital safety practices worldwide.
Through this Fellowship Program, FOSI aims to build long-term capacity and expand our influence as a global resource on digital wellbeing, AI and technology safety, mental health, and inclusive digital citizenship. We are committed to providing fellows with a dynamic, supportive environment where their innovative solutions can flourish, ultimately helping create a safer, more informed digital landscape for children and families around the world.
“Rethinking Creativity in the Age of AI Art Tools” by Lyonne Zhu – December 09, 2025
AI art tools are changing how children learn to create. They can turn rough sketches into polished images in seconds, helping kids visualize ideas they cannot yet draw and boosting confidence. However, relying too heavily on these tools can weaken core artistic skills like observation, technique, and hands-on problem solving. The role of the student can shift from maker to director, which can be positive if schools intentionally teach authorship, critique, and creative decision making.
To use these tools well in education, we need clear guidance. Students should learn how AI models work, where they might be biased, and how to compare their own intent with the final output. Schools should balance AI creation with time for traditional art so children develop motor skills, spatial reasoning, and persistence.
With proper policy, training, and equitable access, AI can expand creative opportunities for all children rather than replace or narrow them. Read the full report to learn more.
“Testing OpenAI Parental Controls Parental Controls: An Evaluation of Safety, Gaps, and Policy Implications” by Lyonne Zhu – November 20, 2025
This report evaluates OpenAI’s new parental controls for ChatGPT and examines how well they protect minors in real-world use. Through a series of behavioral tests with a simulated teen account, it identifies where safeguards work as intended and where significant gaps remain. The findings highlight concerns around age assurance, delayed enforcement, risky content exposure, and in-chat purchases.
The report outlines key improvements needed to ensure AI tools are truly safe and accountable for young users. It offers guidance for parents, policymakers, and industry leaders on what meaningful protection should look like as generative AI becomes a larger part of teens’ everyday lives.
“Unwilling Avatars” Revisited: A Technical, Legal, and Social Analysis of AI-Generated Nonconsensual Intimate Imagery by Abby Rochman – May 16, 2025
This white paper examines the growing misuse of AI to create nonconsensual intimate imagery and the urgent need for stronger legal safeguards, more effective detection technologies, and widespread digital literacy. By analyzing current trends and emerging threats, it highlights actionable steps to better protect individuals—especially women and marginalized communities—in an evolving digital landscape.
“Insights from CES: Could Kid-Friendly Physical AI Agents Become the “Training Wheels” for AI Literacy?” by Lyonne Zhu – January 28, 2026
In this CES 2026 insight piece, Digital Safety Tech Policy Fellow Lyonne Zhu explores the rise of physical AI agents designed for children and what they could mean for the future of digital and AI education. Lyonne examines how well-designed, intentionally limited AI tools may help young people learn how to interact with AI, while reinforcing boundaries, critical thinking, and safety.
“Ofcom Call for Evidence: Content Harmful to Children” by Charlotte Aynsley, MaryKate Boggan, Andrew Zack – March 10, 2026
FOSI submitted comments to Ofcom’s March 2026 call for evidence on content harmful to children. Drawing on findings from our research on adolescent wellbeing, this response explores both the benefits and risks of young people’s digital experiences, including impacts on sleep, emotional health, and body image.
The submission also addresses the classification of harmful content and highlights the growing role of artificial intelligence in shaping online safety risks. FOSI encourages a balanced policy approach that continues to address harmful content while supporting digital literacy and healthy online habits for children and families.
“Young People and Online Gambling: What the United States Can Learn from Ireland’s Approach” by MaryKate Boggan – March 25, 2026
Each year, millions of Americans tune in to “March Madness,” the NCAA’s national college basketball tournament. In recent years, the tournament has also become one of the most heavily wagered sporting events in the world. As sports betting platforms partner with broadcasters to promote odds, in-game wagers, and bonus bets throughout the tournament, gambling is increasingly integrated into how American families consume sports.
Gambling is no longer confined to casinos and racetracks. Through digital platforms, betting has entered many American households and found a place in mainstream media. As access increased, young people began gambling at greater rates than previous generations. Ireland has taken significant steps to limit the risks and prevent key harms from online gambling. American policymakers should learn from these actions by:
This March Madness season presents an opportunity for state and federal policymakers to learn from Ireland’s example and keep sports fun while reducing the risks of gambling, especially for minors.
