Integrating the understanding of digital threats into informatics education is crucial for preparing pupils to navigate the complexities of the digital world. This study provides foundational insights for embedding digital safety competencies within informatics curricula by prioritizing key threats faced by young people. Through data collected from 708 teachers and 278 parents in Austria, the study employs correspondence analysis to rank threats, including harmful content, data security, social risks, and online addiction. The findings highlight how these prioritized threats can inform the design of competence-based curricula, fostering computational thinking, data literacy, and ethical decision-making in pupils. This research bridges the gap between informatics education and digital safety, offering practical implications for educators and curriculum developers worldwide.