Abstract: Educating Students about Sex Trafficking: Perspectives of School Superintendents, Principals, and Other Stakeholders (Society for Social Work and Research 23rd Annual Conference - Ending Gender Based, Family and Community Violence)

Schedule:

Friday, January 18, 2019: 5:15 PM

Union Square 20 Tower 3, 4th Floor (Hilton San Francisco)

* noted as presenting author

Cynthia Rizo, PhD, Assistant Professor, University of North Carolina at Chapel Hill, Chapel Hill, NC

Brittney Chesworth, MSW, Ph. D. Student, University of North Carolina at Chapel Hill, Chapel Hill, NC

Lauren "LB" Klein, MSW, MPA, PhD Student & Research Assistant, University of North Carolina at Chapel Hill, Chapel Hill, NC

Kate Crissman, Doctoral Student, University of North Carolina at Chapel Hill, NC

Marlowe Crews, MSW Student, University of North Carolina at Chapel Hill, NC

Raye Dooley, MSW Student, University of North Carolina at Chapel Hill, NC

Hannabeth Franchino-Olsen, Doctoral Student, University of North Carolina at Chapel Hill, NC

Colleen Boyle, Student, University of North Carolina at Chapel Hill, NC

Brittany Love, Research Assistant, University of North Carolina at Chapel Hill, NC

Sandra Martin, PhD, Associate Dean for Research, Professor, University of North Carolina at Chapel Hill, Chapel Hill, NC

Rebecca Macy, PhD, L. Richardson Preyer Distinguished Chair for Strengthening Families Professor, University of North Carolina at Chapel Hill, Chapel Hill, NC

JP Przewoznik, MSW, Director of Prevention and Evaluation, North Carolina Coalition Against Sexual Assault, 27609, NC

Background/Purpose: A 2015 U.S. Department of Education report called for addressing domestic minor sex trafficking (DMST) through sex education in schools. In 2015, North Carolina (NC) enacted a bill requiring that schools teach students about sex trafficking prevention and awareness. Unfortunately, there are no gold-standard, school-based programs or evidence-based practices for preventing or educating students about sex trafficking. Further, there is limited empirical evidence to help guide those who aim to develop such programs or lesson plans. Therefore, to inform the development of such materials, this study examines the perceptions of NC school superintendents, principals, and other key stakeholders related to the following research question: What are potential challenges and recommendations for educating youth about sex trafficking in schools?

Methods: Representative samples of NC school superintendents and principals were emailed an invitation to complete an electronic survey regarding their knowledge, perceptions, and recommendations for educating youth about sex trafficking, with the majority of survey questions being close-ended. The survey was developed by the research team and revised based on expert feedback and pilot testing. A total of 88 persons completed the survey (64 superintendents and 24 principals). Data were analyzed descriptively.

Key stakeholders with expertise in sex trafficking, prevention, education or response (e.g., anti-human trafficking advocates, prevention specialists, sex trafficking researchers, law enforcement, educators, attorneys) were invited to participate in discussion groups or interviews that asked about challenges and recommendations for educating youth about sex trafficking. Thirty-two stakeholders participated. Multiple coders analyzed the resulting data using a qualitative description, open-coding approach.

Results: Principals and superintendents identified potential challenges to educating youth about sex trafficking, including the sensitive nature of sex trafficking (71%), parental concerns (68%), and competing demands (65%). These challenges also emerged in the qualitative stakeholder data. As an additional challenge, the majority of principals (86%) and slightly under half of superintendents (43%) were unfamiliar or only slightly familiar with the legal requirement to educate youth about sex trafficking prevention and awareness. Stakeholders highlighted additional challenges such as school buy-in; talking about sex in schools; decentralized school system; lack of awareness among teachers and school staff; and lack of clarity around reporting requirements. Principals, superintendents, and stakeholders shared recommendations regarding content and delivery. Recommended content included information about sex trafficking (e.g., definitions, myths, warning signs, grooming), personal safety (e.g., consent, healthy relationships and communication, internet safety, sexting), and response (e.g., safe people, resources, bystander behaviors). Findings regarding delivery format and who should deliver the content were mixed.

Conclusions/Implications: These findings highlight that individuals responsible for carrying out school educational policies are not always aware of mandated requirements. Such findings carry important implications for identifying effective strategies for communicating policy changes to key implementers, such as superintendents and principals. Numerous challenges were identified to teach youth about sex trafficking. Addressing such challenges by educating communities, parents, and school personnel is critical for ensuring the implementation of efforts to educate youth about sex trafficking awareness and prevention. Recommendations to guide the development of materials to educate youth will be discussed.