Drawing upon the cultural risk perspective and writings on risk taking, this paper seeks to develop ideas relating to the effective use of school cyberspace. It is argued that some individuals respond to exaggerated, yet seductive, discourses of online risks by over-blocking, unreasonably restricting students' Internet activity. At the same time, there are sensible, even compelling, motivations for teachers as well as students to use the school Internet to engage in low-level risk taking, fostering excitement, identity construction and networked media literacy. Connecting these seductive pushes and pulls of risk it is ultimately maintained that the fostering of trust through open communication is key in overcoming over-blocking whilst allowing for greater educational gains, realised in part through certain types of low-level risk taking in school cyberspace.