As technology becomes increasingly integrated into daily life, the importance of digital security has become a pressing concern. Children in primary and secondary school are especially vulnerable to digital security threats, as they frequently use digital devices for learning and leisure. Although cybercrime-related crimes have risen in the past decade, while it is not known which threats are most relevant to children and teenagers. To address this issue, this paper reports on a study that aims to identify relevant digital security competencies among young people and prioritize known threats by gathering teacher data. The study classified and prioritized digital security threats and documented the frequency of personal experiences with such threats to establish a basis for future improvements. This yielded a structured approach to addressing digital security concerns for pupils. With this knowledge, teachers can understand potential threats children and teenagers have to cope with in their environment and know about missing skills that need to be acquired through further training. An interesting finding of this study is that a noticeable number of teachers have already experienced incidents of digital threats among pupils, which emphasizes the urgency of addressing this topic.