Chapter 4 presents intersectionality theory to explain the cumulative and interactive gender-based and child-based discrimination encountered by the girl child. It explores interactive intersectional discrimination, whereby each infringement on the rights of the girl child leads to a series of violations that occur throughout her childhood. Chapter 4 conducts a case study of the practice of son preference and daughter devaluation in the private sphere leading to girl child neglect, which in turn weakens her access to education and economic empowerment. It also discusses the negative impact of sexualized social and dress codes, notably the over-sexualization of girls in mainstream and social media, including Instagram and TikTok, leading to digitized dysmorphia, eating disorders, violence against girl children, sex trafficking and child pornography. The chapter concludes that the international legal framework cannot protect the girl child unless the interactive intersectional discrimination she experiences is acknowledged.

The chapter examines the distinction between public and private cyberattacks and responses to them in domestic law (e.g. application of criminal law) and international law (e.g. self-defence and countermeasures). After describing the different purposes, nature, and effects of cyberattacks committed by public and private actors, it argues that the determination of whether a particular cyberattack is of a public or private nature should define how states respond to cybersecurity risks. It then argues that the existing domestic and international law frameworks regulating cyberattacks suffer from serious limitations and proposes a holistic approach for responding to cyberattacks, taking into account the difference between public and private cyberattacks.

Bullying is not a new problem for teachers, principals and the school community in general to deal with. However, the advent of smart devices and their widespread availability has seen the rise of a new dimension in bullying – that of online, or cyber, bullying. The ‘Digital Education Revolution’ program that was launched by the federal government in 2007 saw laptops being provided to high school students. Electronic devices are now anaccepted study tool, with many schools having a ‘bring your own device’ policy while others charge a levy and provide devices to students. So students have the tools and justification to access devices, both at school and after hours, in order to complete their homework and study.