Human Trafficking Prevention: Building Awareness in School Leaders is a project designed to develop and implement human trafficking resources and webinars. Its purpose is to advance the knowledge of principals and vice-principals and to enhance empowerment supports for at-risk youth populations and survivors of human trafficking.
Resources have been developed by the Catholic Principals' Leadership Development of Ontario, Leadership en action and Principal Association Projects, the service partners for Catholic Principals' Council of Ontario (CPCO), L'Association des directions et directions adjointes des écoles franco-ontariennes (ADFO) and Ontario Principals' Council (OPC), in partnership with Victim Services Toronto (VST). The project is funded by Women and Gender Equality Canada.
Webinars
Human Trafficking Awareness for Principals/Vice-principals Webinar |
Human Trafficking Awareness for Principals/Vice-principals WebinarDescription: The three principal associations have developed a set of resources for school leaders in collaboration with the Human Trafficking Awareness Advisory Committee. The webinar will highlight the use of these online resources, including a variety of school-centred case studies/scenarios. Feedback from participants will be welcomed as we advance the knowledge of principals and vice-principals as they support at-risk and vulnerable youth populations and survivors of human trafficking. Date: Tuesday, February 27, 2024 Facilitators: Linda Massey, Human Trafficking Awareness Project Chair Laura Somerville, Human Trafficking Awareness Project Lead |
Resources
Infographic
Human Trafficking Awareness Infographic |
Human Trafficking Awareness Infographic Description: Downloadable flyer for schools with statistics, warning signs and contacts to get help and to access online information. |
Question and Answer
What is human trafficking? | ||||||
National definition In their National Strategy To Combat Human Trafficking 2019-2024, the Government of Canada defines human trafficking as “recruiting, transporting, transferring, receiving, holding, concealing, harbouring, or exercising control, direction or influence over that person, for the purpose of exploitation, generally for sexual exploitation or forced labour.” Provincial definition Ontario’s Anti-Sex Trafficking Plan for School Boards (definitions) Human trafficking refers to the control over and exploitation of an individual, most often for sexual exploitation. It is one of the fastest-growing crimes worldwide. It is predatory and devastatingly damaging to victims, survivors, their families and communities. Sex trafficking is a form of sexual exploitation and is a crime under the Criminal Code of Canada. It can include luring, grooming, recruiting, harbouring, transporting, obtaining or providing a person for the purpose of sex. It involves the use of force, physical or psychological coercion or deception. |
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What do we know about human trafficking? | ||||||
Statistics from the Ontario Anti-Human Trafficking Strategy 2020-2025
Key Findings
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How does human trafficking happen? | ||||||
(How does a trafficker lure someone into being trafficked? – End Indigenous Trafficking) Luring: The sex trafficker can be a stranger, someone you know or someone connected to you through your social network. They may suddenly be very interested in you and say nice things, pay attention to you, take you out and spend money on you. This is referred to as love bombing. Grooming: The sex trafficker may act like a generous boyfriend or friend, make you feel amazing and adored, get you used to a new lifestyle and spend money on things like lingerie, accessories and new clothes. They may also try to get you to look older or sexier and push your boundaries by asking you to try out things that are risky, like taking nude selfies. Isolation: The sex trafficker may try to cut you off from your friends and family and make you feel like they are the only person who cares about you. This helps them control you. Manipulation: At some point, the sex trafficker will ask you to do sexual things to pay back the money that has been spent on you, to maintain your new lifestyle or to earn money for your future together. The sex trafficker may also tell you they owe someone money and something bad will happen to them if you don’t do what they want. Threats: The sex trafficker may try to coerce you into sex by threatening to expose the things you’ve done in order to humiliate you. They may also threaten to hurt you or someone you care about. Exploitation: The main goal of the sex trafficker is to exploit you by making you engage in sex with other people in exchange for money. This is different from sex work, where the person is over 18 and legally able to consent. Recruiting: Includes proactive targeting of vulnerability and grooming behaviours. What are the THREE ELEMENTS of human trafficking? ACT + MEANS + PURPOSE = Human trafficking
Victims usually meet traffickers in person, online or through mutual friends or acquaintances. Recruiters identify the vulnerabilities of potential victims, such as the desire to be loved or to belong, or an addiction to a substance. They may shower victims with love or entice them with the promise of a glamorous life. They could promise money, brand name clothes, work or education, financial aid for their family, etc. Traffickers approach potential victims in many ways, including
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Who are the most vulnerable people in your school? | ||||||
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What are some of the warning signs of human trafficking? | ||||||
Noticing the Signs (Part 2 – Aurafreedom.org) What you might notice
Language to be aware of
Internet Safety – General behaviours to make note of (Part 3 – Aurafreedom.org) When someone doesn't provide much information about themselves but wants to know everything about you. Wanting to keep all exchanges a secret - going private, talking on Snapchat, vanishing modes on Messenger/Instagram - “Are you alone?” “I know a way you can earn money fast.” If something seems too good to be true, it probably is; trust your instincts. Wanting to meet up too suddenly, especially in isolated or sketchy places; insisting that you go alone. Asking for nude photos fairly quickly or sending nudes to you. Stalker behaviour (e.g., ridiculous amounts of one-sided messages or liking all of your pictures in what seems like a second). |
What are some best practices? |
If you reasonably suspect a sexual offence has occurred, any school investigation/questioning stops immediately, other than providing support. Do not let the individual continue to disclose information. Inform the appropriate superintendent (e.g., Safe Schools) and follow police-school board protocols. It is critical that the school takes immediate direction from the police in all situations regarding the accusation of a sexual assault to not compromise a police investigation or re-victimize the individual.
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Need additional support? |
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Need additional information about human trafficking? |
Speak Out: Stop Sex Trafficking / Addressing, preventing and ending the sexual exploitation of Indigenous women and youth (https://endindigenoustrafficking.com )
Aura Freedom International : Human Trafficking Info Hub divided into 3 parts (Aura Freedom International) Healthy Relationships Toolkit (Manitoba Government) Need Help Now helps teens stop the spread of sexual pictures or videos and provides support along the way. Dandelion Initiative (Resources for Survivors - Organization which provides gender-based violence prevention and response) Polaris Project (Recognizing human trafficking / Human trafficking training) Statistics Canada: Human Trafficking 2019 Ontario Anti-Human Trafficking Strategy 2020-2025 Online Training Initiative to Address Human Trafficking I fries (Aura Freedom presents an acronym to explain consent CPCO Principal Connection Fall 2020.) |
General Tips and Student Case Studies
General Tips and Considerations |
Be mindful that students involved in human trafficking at any level are sensitive, traumatized and in need of your help. All communication is critical for their overall sense of security, and it is important to be mindful of your facial expressions and body language. Provide specific cultural and linguistic support for students who have intersectional identities, are racialized, Indigenous and/or marginalized.
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How to use the Survivor Informed Case Studies |
Suggestions for use in a proactive and/or reactive approach for all scenarios.
Student – use with students at age-appropriate levels
Staff – use with school staff at divisionally (P/J/I/S) appropriate levels
Parents – use individually or with School Councils as appropriate.
System – school or board approach to addressing human trafficking.
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Case Studies |
Age: 8 Grade: 3 Pronouns: she/her
Age: 16 Grade: 11 Pronouns: she/her
Age: 18 Grade: 12 (repeat year) Pronouns: she/her
Age: 14 Grade: 9 Pronouns: she/her
Age: 18 Grade: 11 Pronouns: they/them
Age: 17 Grade: 12 Pronouns: he/him
Age: 17 Grade: 12 Pronouns: she/her
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