Signs of Human Trafficking in Schools Every Educator Should Know

What Is Human Trafficking?

Human trafficking is the illegal use of force, fraud, or coercion to compel a person into providing labor or commercial sexual acts. This coercion can be subtle or obvious, physical or psychological, or a combination of all of these.

Traffickers typically lure victims through promises of jobs, education, or a better life, and then isolate them from their friends and family, restrict communication, and use threats, intimidation, or violence or maintain control.

Human trafficking can happen anywhere and to anyone. The Department of Homeland Security (DHS) estimates that 27.6 million people worldwide are victims of human trafficking. Of those individuals, 77% are victims of forced labor, while 23% are victims of sex trafficking. Cases have been reported in all 50 states and the District of Columbia.

Although sex trafficking is one of the most widely recognized forms, Homeland Security Investigations have identified forced labor in industries such as agriculture, landscaping, hospitality, manufacturing, and others.

Noticing Human Trafficking Red Flags: A Quick Checklist for Educators

It’s important to remember that a single red flag does not mean a student is being trafficked. These indicators should always be considered in context, and concern is typically warranted when multiple signs appear together.

Many of the following behaviors or anomalies can have other explanations, and some indicators may be difficult for educators to notice or witness. Still, trust your instincts, document what you observe, and, if you notice one or more of these red flags, share your concerns with your guidance department and school administrators right away.

Physical indicators

• Unexplained injuries, bruises, burns, or signs of physical restraint
• Tattoos, burns, or scars that resemble branding (names, symbols, barcodes)
• Possessing a fake ID
• Fatigue, malnourishment, or signs of neglect

Behavioral and emotional indicators

• Sudden changes in mood, behavior, or personality
• Extreme anxiety, fearfulness, or hyper-vigilience
• Seemingly “scripted” or rehearsed responses when asked questions
• Avoiding eye contact when asked questions
• Appearing coached by someone else, in person or via text
• Withdrawal from friends, school activities, or trusted adults

School-related red flags

• Numerous or unexplained absences
• Decline in grades or engagement
• Frequently picked up or dropped off by unknown adults
• Sudden behavior changes after weekends, holidays, or breaks

Relationship and social indicators

• Older, controlling, or abusive romantic partners
• A “new friend” or adult who seems unusually involved or protective
• Someone else speaking for the student or controlling communication
• Fear of disappointing or angering a specific person

A Reference Guide to Identify 18 Signs a Student Is Struggling

Recognizing and responding to trauma is a critical part of an educator’s role. Here are some key strategies for cultivating and strengthening trauma awareness while creating a supportive space for all students:

• Create a safe, inclusive environment: Make sure your classroom feels physically and emotionally safe for all students.
• Recognize signs of trauma: Look for changes in behavior, mood, or social engagement that may signal stress or trauma.
• Build trusting relationships: Consistent, supportive interactions with students can help them feel seen, supported, and understood.
• Listen and validate experiences: Acknowledge a student’s feelings without judgment or assumptions.
• Be aware of possible triggers: Be mindful of certain events, tasks, or activities that could trigger a trauma response.
• Attend professional development training: Assembly Bill 1227 is a California law that requires human trafficking prevention education in schools. The training is designed for both students (grades 7–12) and school staff, including educators, administrators, and counselors. Educators may also consider additional workshops or courses on trauma-informed practices to deepen their skills and understanding.
• Collaborate with staff: Work closely with counselors, social workers, and administrators for guidance.
• Document observations appropriately: Keep factual, objective notes that can support further action if needed.
• Practice self-care: Supporting students with trauma can take a lot out of you, so it’s important to make sure you’re attending to your own needs.

How Educators Can Foster Trauma Awareness

It can be difficult, stressful, and emotionally overwhelming to suspect that a student may be experiencing human trafficking, but educators are in a unique position to help keep them safe.

Specific reporting protocols may vary by school or district, so staff should consult their school’s guidance department, social worker, or administration to understand the proper procedures.

If you suspect human trafficking, there are important considerations and steps you can take to help protect students and ensure the proper authorities are involved:

• Trust your instincts: If something feels off, pay attention and stay observant.
• Document carefully: Record factual observations, including behaviors, injuries, or absences, without assumptions or interpretations.
• Know your chain of reporting and follow school protocols: Most schools require staff to report concerns to a designated administrator, guidance counselor, or social worker. This person is responsible for coordinating next steps and contacting law enforcement.
• Involve the School Resource Officer (if available): The SRO can serve as a liaison between the school and law enforcement, helping ensure student safety and supporting staff while the investigation proceeds.
• Avoid confrontation: Do not directly question or confront the victim or suspected trafficker, as it may put the student at risk.
• Maintain confidentiality: Share information only with appropriate staff or authorities.
• Know community resources: Be aware of local hotlines, law enforcement contracts, and organizations that handle trafficking cases.
• Escalate if immediate danger exists: If a student is in imminent danger, staff may need to bypass normal channels and contact authorities directly.

If you’d like to learn more about human trafficking in schools, USD’s Human Trafficking Training for Educational Professionals provides educators with a thorough understanding of trafficking types, warning signs, and how to use a trauma-informed approach with suspected or confirmed victims. Sign up today for this one-unit, online, self-paced course.

FAQs

What are the common signs of human trafficking in students?

Common indicators may include unexplained injuries or signs of physical abuse, frequent absences or a sudden decline in academic performance, association with much older individuals or controlling peers, and signs of fear, anxiety, or social withdrawal.

How can educators identify students who may be at risk of being trafficked?

Students may be at higher risk of trafficking if they experience unstable home environments, homelessness, involvement in foster care or the juvenile justice system, or a lack of supportive adults. Other indicators include frequent absences, withdrawal, signs of emotional distress, associating with older or controlling peers, or exposure to unsafe situations online or in the community. It’s important to remember that these factors do not mean a student is being trafficked, but they do highlight increased vulnerability.

Should I discuss my concerns directly with the student?

It’s generally not recommended to confront a student about suspected trafficking, as this could put them at greater risk. Instead, report your observations through proper school channels.

What if I’m unsure whether a situation is trafficking or another type of abuse?

It’s okay to be uncertain. Document factual observations and report your concerns to a counselor, social worker, or administrator who can help determine the next steps.

How can educators tell the difference between normal adolescent behavior and trafficking red flags?

Adolescence typically comes with mood changes, social experimentation, and independence-seeking behaviors. Trafficking red flags tend to involve patterns or new, concerning behavior, such as unexplained injuries, frequent absences, involvement with much older individuals, or signs of control or fear. Even if you’re unsure, it’s important to document your observations and report them to the appropriate staff member.

What should an educator do if they suspect trafficking?

Trust your instincts and follow your school’s protocols by reporting concerns to a guidance counselor, social worker, or administrator. Avoid controlling the student or suspected trafficker directly. Maintain confidentiality, and if available, involve a School Resource Officer for support. In cases of immediate danger, contact the SRO or the appropriate authorities right away.

What is trauma-informed training for educators?

Trauma-informed training helps educators recognize the impact of trauma on students and respond in a way that prioritizes safety, trust, and emotional well-being. This training covers identifying red flags, using the right type of communication, understanding triggers, and applying strategies to create a safe, inclusive learning environment.