Online safety education is typically designed by adults for young people. As a consequence, it often reflects adult perspectives and concerns. While existing education has been somewhat successful in raising young people’s awareness about online harms, young Australians report gaps in their online safety skills and knowledge (eSafety, 2021). This study aimed to understand how online safety learning experiences can better meet young people’s needs and address their concerns. To do so, the Young and Resilient Research Centre at Western Sydney University (WSU) led a creative and participatory process to co-design a framework for online safety education with 31 young Australians. What we heard from young people is that conventional online safety education does not always resonate with their everyday experiences or key concerns. Young people suggested it is not just a matter of tweaking current online safety education, but that we need to reimagine and rebuild (online) safety education from the ground up. The insights from this study informed the development of a reimagined framework for (online) safety education. This focuses on the everyday safety issues young people deal with and acknowledges that these issues occur in online and offline settings, by decentering the online. In doing so, the framework provides young people with both the technical skills and a set of (digital) capacities to navigate the full spectrum of issues they experience, online and offline. The findings from this study also outline how young people say they want to learn about (online) safety through a set of key delivery principles. Lastly, we showcase how the framework has been implemented by PROJECT ROCKIT to co-create, with young people, digital online safety education resources for Australian high schools.