In recent years we have seen a tightening of safeguarding legislation and protocols that overlap with anti-terror legislation to give particular shape to discourses and practices of risk management and early intervention, particularly in early childhood education and parenting. Such developments have taken place in a context in which digital technology has become ubiquitous, enabling the role of surveillance in modes of governing to take on new forms at both macro and micro levels. Here as well as giving an overview of literature on the digital in general, we also focus more specifically on the parent-child relationship and the use of digital technology by parents. Securitisation has received less attention to date than digitisation in educational research though it has been bought into focus particularly by high-profile policies such as PREVENT and events such as the Trojan Horse scandal in the UK. Here we survey recent theorisations of securitisation from other fields, but again focus specifically on its relation to childhood and parenting. We bring digitisation and securitisation together here to consider how the particular form of individualisation produced today are recasting how we think about parents, teachers and children.