Future educators should have the skills to promote the inclusion and participation of all students in the digital era. This study explores and compares the perceptions of preservice teachers in Chile and Spain regarding their digital competence and preparedness to mediate online risks for students with special educational needs. Grounded in the social model of disability, which emphasises the role of environmental barriers in shaping disability, this research underscores the importance of understanding teacher beliefs to foster digital inclusion and equity. A cross-sectional survey was conducted with 263 student teachers (145 from Spain and 118 from Chile). Participants assessed their digital competence and confidence in managing five categories of online risks: content, contact, conduct, contract, and cross-cutting risks. Results revealed medium-high perceived digital competence, but low self-efficacy in managing online risks, particularly for students with special educational needs. Notably, Spanish participants reported greater preparedness in addressing conduct-related risks. A positive correlation was found between perceived digital competence and self-efficacy in managing online risks, underscoring the need for targeted teacher education programmes to bridge this gap. Participants indicated their intention to use frequently mediation strategies, particularly those focused on guidance and support, while passive supervision (e.g., staying close during internet use) was less favoured. Notably, Chilean participants reported their willingness to engage students more frequently in discussions about their online activities compared to their Spanish counterparts. Despite recognising the importance of digital inclusion, nearly all participants lacked formal training in internet safety for students with special educational needs. These findings highlight the urgent need for targeted teacher education programmes that address digital safety and risk mediation for diverse learners, with a particular focus on contextualising training to cultural and educational differences. By addressing this gap, educational systems can better support inclusive digital practices and reduce the disability digital divide.