Human Trafficking in AMERIC AS SCHOOLS

J A N UA RY 2015

Human Trafficking
in AMERICAS SCHOOLS

This report was written under U.S. Department of Education Grant Number Q184L070139 by Jene Littrell of the
Grossmont Union High School District. Eve Birge served as the grant monitor. This report was designed for the
U.S. Department of Education under Contract Number EDESE12O0035 with American Institutes for Research, Inc.
Rita Foy Moss served as the contracting officers representative for the National Center on Safe Supportive Learning
Environments technical assistance center (NCSSLE). The views expressed herein do not necessarily represent the
positions or policies of the Department of Education. No official endorsement by the Department of any product,
commodity, service or enterprise mentioned in this publication is intended or should be inferred. For the readers
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U.S. Department of Education
Arne Duncan
Secretary
Office of Elementary and Secondary Education
Deb Delisle
Assistant Secretary
Office of Safe and Healthy Students
David Esquith
Director
January 2015
This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission
to reprint this publication is not necessary, the citation should be U.S. Department of Education, Office of Safe
and Healthy Students, Human Trafficking in Americas Schools, Washington, D.C., 2015.
This report is available for free at http://safesupportivelearning.ed.gov/human-trafficking-americas-schools.
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Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Child Sex Trafficking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Child Labor Trafficking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Deconstructing Perceptions and a Victim-Centered Approach . . . . . . . . . 3
Risk Factors and Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
What to Do if You Suspect Trafficking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Recruitment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Impact on Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Awareness, Policies, and Protocols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
A Sample Protocol for School Districts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
U.S. Government Entities Combating Human Trafficking . . . . . . . . . . . . . . 11
Publications and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Trainings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Terms and Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

iii

Our fight against human trafficking is one of the great human rights causes of our time, and
the United States will continue to lead itin partnership with you. The change we seek will
not come easy, but we can draw strength from the movements of the past. For we know that
every life savedin the words of that great Proclamationis an act of justice, worthy of the
considerate judgment of mankind, and the gracious favor of Almighty God.
President Barack Obama, September 25, 2012

Introduction
Human trafficking is modern slavery. It involves exploiting a person through force, fraud, or coercion for
the purpose of forced labor, commercial sex, or both. Victims of human trafficking include men, women,
boys, girls, and transgender individuals lured by the promise of a better life in the United States and
adults and children who were born and raised in the United States.
The International Labour Organization estimated, in 2012, that children represented 26 percent
(or 5.5 million) of the 20.9 million victims worldwide.1 Both U.S. citizen and foreign national children
are trafficked for sex and labor in the United States.2 In fact, many child victims of human trafficking are
students in the American school system. School administrators and staff need to be aware that cases of
child trafficking are being reported in communities throughout the nation. No communityurban,
rural, or suburbanschool, socioeconomic group, or student demographic is immune.
Few crimes are more abhorrent than child trafficking, and few crimes are more challenging for
communities to recognize and address. For many people, the reality of trafficking in their community
is difficult to comprehend, let alone confront. For educators and school personnel, the reality of these
crimes and the severity of their impact are cause for a call to action.
Schools can and should be safe havens for students, and even more so for some students whose lives
are otherwise characterized by instability and lack of safety or security. In these cases, school personnel
are uniquely well positioned to identify and report suspected abuse and connect students to services
actions that can prevent trafficking and even save lives. Everyone who is part of the school community
administrators, teachers, bus drivers, maintenance personnel, food service staff, resource officers, and
other school community membershas the potential to be an advocate for child victims of human
trafficking, but, first, school community members must learn the indicators of the crime, its warning
signs, and how to respond when a student is an apparent victim.

Human Trafficking in AMERIC AS SCHOOLS

Though they play a crucial role, school personnel cannot, and should not, address these complex issues
alone. Effectively responding to child trafficking demands increased awareness and a clearly defined
course of action, supported by collaboration with child protective services, law enforcement, social
services, and community-based service providers. This guide was developed to help school officials
understand how human trafficking impacts schools
recognize the indicators of possible child trafficking
develop policies, protocols, and partnerships to address and prevent the exploitation of children

Child Sex Trafficking

When a child (a person under 18 years of age) is induced to perform a commercial sex act, proving force,
fraud, or coercion against the childs pimp is not necessary for the offense to be characterized as human
trafficking. There are no exceptions to this rule: No cultural or socioeconomic rationalizations may prevent
the rescue of children from sexual servitude. The use of children in the commercial sex trade is prohibited
both under U.S. law and by statute in most countries around the world. Sex trafficking has devastating
consequences for minors, including long-lasting physical and psychological trauma, disease (including
HIV/AIDS ), drug addiction, unwanted pregnancy, malnutrition, social ostracism, and even death.
Each victim has a different experience, but experiences often share common threads due to the nature
of the crime. Trafficking victims live under the control of their trafficker, subject to fear, abuse, and denial
of their basic human rights.

ONE OUT OF EIGHT endangered runaway

youths is likely a victim of human trafficking.

National Center for Missing and Exploited Children

Child Labor Trafficking

Labor trafficking or forced labor can take many forms, which include bonded labor or debt bondage,
where a child incurs a debt he or she is never able to pay off, or involuntary domestic servitude, where
a child is forced to work in someones home for long hours with little or no pay. Although children may
legally engage in certain forms of work, there are legal prohibitions and widespread condemnation
against forms of slavery or slavery-like practices, and yet these practices continue to exist as manifestations
of human trafficking. A child can be a victim of labor trafficking, regardless of the location of the
nonconsensual exploitation. Some indicators of possible forced labor of a child include situations

Human Trafficking in AMERIC AS SCHOOLS

in which the child appears to be in the custody of a nonfamily member who requires the child to
perform work that financially benefits someone outside the childs family and does not offer the child
the option of leaving.
In the United States, labor trafficking often occurs in the context of domestic service, agricultural work,
peddling, and hospitality industries (e.g., restaurants and hotels). Traffickers manipulate victims into
working long hours in substandard conditions for little or no wages. Peddling is a prevalent yet lesser
known form of child labor, where children sell cheap goods, such as candy, magazines, or other trinkets,
often going door to door or standing on street corners or in parks, regardless of weather conditions
and without access to food, water, or facilities.
Like victims of sex trafficking, labor trafficking victims are kept in bondage through a combination of
fear, intimidation, abuse, and psychological controls.
It is important to remember that child victims of labor trafficking also may be sexually
abused or simultaneously victims of sex trafficking.

Deconstructing Perceptions
and a Victim-Centered Approach
Until recently, the trafficking of children in the United States has been
clouded by a lack of awareness and exacerbated by stigma and denial. Now,
communities are beginning to familiarize themselves with the nature of the
crime and to train law enforcement and legal and social service providers on
how to protect victims and serve their needs. Child trafficking is child abuse,
and properly understanding this reality allows educators and law enforcement
and social service providers to minimize judgment, provide services, prevent
revictimization, and focus on the safety and well-being of the boy, girl, or
transgender individual.
With the passage of the Trafficking Victims Protection Act (TVPA) of
2000 (Pub.L.106-386), the trafficking of children for sex and labor was
criminalized, with the crucial caveat that anyone under age 18 who is
induced to perform a commercial sex act is a victim of child sex trafficking,
regardless of whether force, fraud, or coercion are involved. Unfortunately,
local practice and policy sometimes treat the exploited minor in a human
trafficking incident, where sex is engaged in for profit, as a perpetrator

Human Trafficking in AMERIC AS SCHOOLS

of the crime rather than as a victim. It is a contradiction that public outrage

Not all traffickers are

adults: A suburban
Minneapolis high school
cheerleader was arrested
for allegedly recruiting
and pimping a younger
student by creating an
online ad and driving
the victim to potential
customers.
Star Tribune

occurs when an eighth grader is molested by a family friend, and yet, if that
same adolescent is sexually abused by a stranger who pays for the sex act, the
community often wrongfully perceives the act as willing criminal prostitution.
The law recognizes that children cannot give meaningful consent to such
a crime. Educators must remember that a child involved in prostitution
should always be treated as a victim and that criminal responsibility rests
with the trafficker.

Risk Factors and Indicators

Though there is no standard profile of a child-trafficking victim, several
risk factors make certain children more susceptible. Reports indicate that
traffickers often target children and youths with a history of sexual abuse,
dating violence, low self-esteem, and minimal social support.
Runaway and homeless youthsmale, female, and transgenderare at
particularly high risk for becoming victims, though some trafficked youths

continue living at home and attending school. There is also a strong correlation between sexually
exploited youths and childhood sexual abuse, chronic maltreatment and neglect, and otherwise
unstable home environments. Research findings estimate that between 33 and 90 percent of victims
of commercial child sexual exploitation have experienced these types of abuses.3 Evidence also
suggests that lesbian, gay, bisexual, or transgender (LGBTQ) youths can be up to five times more likely
than heterosexual youths to be victims of trafficking due to the increased susceptibility that comes with
the feelings of rejection and alienation that are often experienced by LGBTQ youths.4
Possible risk factors associated with child trafficking include the following:
lack of personal safety

mental illness

isolation

learning disabilities

emotional distress

developmental delay

homelessness

childhood sexual abuse

poverty

promotion of sexual exploitation

family dysfunction
substance abuse

by family members or peers

lack of social support

Social workers who provide services to these victims indicate that feelings of isolation and abandonment
are often reported but that the lack of a support network increases the vulnerability to trafficking. It is
important to note that many teenage girls may be at risk of being recruited into the commercial sex

Human Trafficking in AMERIC AS SCHOOLS

industry simply by virtue of their normal maturation process. Wanting to take risks, feeling
misunderstood by parents, and seeking romantic relationships can increase girls susceptibility to
the recruitment tactics of sex traffickers or pimps. Findings also suggest that low self-esteem
accompanies school failure for girls, and the resulting sense of a lack of self-worth may make
them more vulnerable to recruitment.5
However, once a student is victimized, identifying him or her can prove difficult for a variety
of reasons: (1) the students reluctance to disclose the problem due to a sense of shame
and fear; (2) the stigma associated with forced prostitution; (3) the power and control of the
traffickers seduction and manipulation; and (4) the students inability to recognize that he or
she is a victim and, therefore, is unwilling to seek help.
Possible behavioral indicators of a child sex trafficking victim include, but are not limited to,
the following:
an inability to attend school on a regular basis and/or unexplained absences
frequently running away from home
references made to frequent travel to other cities
bruises or other signs of physical trauma, withdrawn behavior, depression,
anxiety, or fear
lack of control over a personal schedule and/or identification or
travel documents
hunger, malnourishment, or inappropriate dress (based on weather conditions or surroundings)
signs of drug addiction
coached or rehearsed responses to questions
a sudden change in attire, behavior, relationships, or material possessions (e.g., expensive items)
uncharacteristic promiscuity and/or references to sexual situations or terminology beyond
age-specific norms
a boyfriend or girlfriend who is noticeably older and/or controlling
an attempt to conceal scars, tattoos, or bruises
a sudden change in attention to personal hygiene
tattoos (a form of branding) displaying the name or moniker of a trafficker, such as daddy
hyperarousal or symptoms of anger, panic, phobia, irritability, hyperactivity, frequent crying,
temper tantrums, regressive behavior, and/or clinging behavior
hypoarousal or symptoms of daydreaming, inability to bond with others, inattention, forgetfulness,
and/or shyness

Human Trafficking in AMERIC AS SCHOOLS

Additional behavioral indicators for labor trafficking include the following:

being unpaid, paid very little, or paid only through tips
being employed but not having a school-authorized work permit
being employed and having a work permit but clearly working outside the permitted hours
for students
owing a large debt and being unable to pay it off
not being allowed breaks at work or being subjected to excessively long work hours
being overly concerned with pleasing an employer and/or deferring personal or educational
decisions to a boss
not being in control of his or her own money
living with an employer or having an employer listed as a students caregiver
a desire to quit a job but not being allowed to do so

What to Do if You Suspect Trafficking

In order to build healthy learning environments, educators and school personnel must be knowledgeable
about the signs and symptoms of trafficking, ways to support disclosure, and the steps to take if there is
a strong suspicion of trafficking. If a school staff membera teacher, bus driver, administrator, counselor,
or cafeteria workernotices a student who shows signs of potential

A man from Millington,

Tennessee, was accused
of trafficking girls as
young as 15. He
reportedly used a boy
under the age of 18 to
help recruit girls from
local high schools. The
boy was paid $20 for
every $100 the girls
brought in.
www.localmemphis.com

trafficking, the first rule is to always pay attention. Learn about the schools
policies and protocols. If the school does not have clear policies and protocols,
talk to the principal about instituting them. Share this information with school
staff, administrators, school boards, and members of the community.
For more information, see Sample Protocol for School Districts on p. 10.

Recruitment
Traffickers, who may be male, female, or transgender, target vulnerable
children and lure them into forced labor and prostitution and other forms of
sexual exploitation. In fact, it is known that the vast majority of child victims
in the commercial sex industry and in forced labor are recruited and controlled
by traffickers.6 Understanding particular recruitment methods and how
trafficking occurs in a community will greatly assist school personnels
abilities to identify potential victims.

Human Trafficking in AMERIC AS SCHOOLS

Traffickers may systematically target vulnerable children by frequenting

locations where children congregatemalls, schools, bus and train stations,
and group homes, among other locations. With the advent of social media,
traffickers recruit through Facebook and other Internet sites. They also use
peers or classmates, who befriend the target and slowly groom the child for
the trafficker by bringing the child along to parties and other activities.
Often, traffickers will create a seemingly loving and caring relationship with
their victim in order to establish trust, dependence, and allegiance, thus
making their child target even more vulnerable. One of the most common
variations of this is a romantic relationship. A trafficker often will spend time
slowly isolating and convincing a child of his or her love before selling that
child for sex.
Young victims also are lured into sexual exploitation and forced labor through
psychological manipulation, drugs, and/or violence.

Impact on Learning Environment

I didnt care about school

at all. In fact, I was so
uncomfortable there...so
afraid that people were
talking about me and
telling others about
what I was doing...I was
constantly getting into
fights. This gave me a
way to keep people
scared of me and get
myself a suspension so
that I could leave school.
Child trafficking survivor,
18 years old

The shared priorities and beliefs that motivate a school community have
an effect on student learning, achievement, and behavior. A safe learning
environment is proven to be imperative for overall student success, and this
success is sacrificed on a campus where there is exploitation and violence.
Due to the abuse associated with child trafficking, many victims experience
severe physical, emotional, and psychological trauma. The symptoms of
trauma can impact the learning experience of students and may manifest
as problematic behaviors, such as aggression and truancy. Bad behavior
can be a key warning sign of an abusive background and may provide a clue
about possible victimization. Of particular note for educators is research that
has shown a correlation between the human trafficking of children and
school-related problems, including learning disabilities.7
In order to build healthy learning environments, educators must be
knowledgeable about the signs, such as signs of child trafficking, and the
steps to take when behaviors at school are out of order. A best practice is
when all members of a school campus, along with parents and community
partners, have a shared commitment to work together to prevent crimes and
protect victims. This collaboration is critically important to student success
and will lead to a safer, healthier school culture.

I had a feeling that my

teacher knew something
was wrong in my life.
I would notice her
looking at me . . . almost
like she wanted to say
something to me. I
wanted to open up to
her, but I was afraid she
would judge me. I was
afraid that she wouldnt
understand.
Child sex trafficking survivor,
16 years old

Human Trafficking in AMERIC AS SCHOOLS

Community Involvement
Child trafficking is not solely a school issue; it is a community issue that impacts schools. Therefore, it is
recommended that all members of the community play a role in protecting students.
To prevent the trafficking of children, community members first need to admit the problem exists and
then commit to educating other community members and increasing awareness of the impact of the
problem. Standing up to child trafficking also means equipping leaders with the resources to have
an authentic dialog about the issueincluding demandin their neighborhoods, jurisdictions,
constituencies, or school districts and giving these leaders the tools to work toward solutions.
Historically, law enforcement and probation departments across the nation have been the primary
systems addressing the complex needs of survivors of child sex trafficking. Through sting operations,
crackdowns on gangs, and curfew sweeps, a law enforcement agency may

Trafficking statistics
are often unreliable
due to a variety of factors,
including the clandestine
nature of the industry
and underreporting.
United Nations
Population Fund

be the first agency to interact with a sex trafficking victim. Today, child welfare
systems and runaway and homeless youth programs are increasingly
elevating their responses to child trafficking. It is strongly recommended
that each community develop cross-system mechanisms and infrastructure
for collaboration among public agencies and other stakeholders, while
building upon the structures, processes, and relationships already in place.
Schools should partner with their school boards, service providers,
governmental agencies, and local law enforcement partners to identify
the nature, scope, and prevalence of child trafficking in their communities.
By getting other partners involved, schools will create safer campuses and
increase the chances for academic, social, and psychological student
success. These same partners should work collaboratively to develop a

comprehensive prevention awareness program targeted at students and parents, alerting them to the
nature and danger of child trafficking, as well as to develop protocols for dealing with the crime and
providing services to victims.
Some pragmatic concerns contribute to most communities ambivalence in mounting an aggressive
child trafficking prevention effort. Increased awareness and provision of services are invaluable, but
there are limited resources to support child trafficking victims and other at-risk students. How should
education, social services, and, above all, safety for a student who has been trafficked and safety for their
friends, classmates, and community members be balanced? How should schools evaluate whether their
responses are effective? These are questions that school districts need to confront as they develop
responses to the crime. Although comprehensive solutions take time, educators need immediate
options for students involved in child trafficking.

Human Trafficking in AMERIC AS SCHOOLS

Awareness, Policies, and Protocols

Schools have several responsibilities regarding child trafficking. They must:
(1) increase staff awareness and educate staff on the indicators and the
nature of the crimes; (2) increase parent and student awareness of the risks
and realities of trafficking; and (3) develop and clearly articulate districtor school-wide policies on and protocols for identifying a suspected victim
or responding to a disclosure from a suspected victim.
Training on risk factors for vulnerable children, the signs and indicators of
exploitation and trafficking, and the victim-centered approach should be
provided to all staff working with students. It also is imperative that school
personnel understand best practices for interacting with trafficking survivors,
who often struggle with shame and embarrassment and too frequently
believe their victimization is their fault. Suspending all judgments and
remaining open minded are critical to creating a trusting, safe relationship
in which vulnerable students feel safe to confide and seek support.
In order to be ready to assist a child victim, the school district should develop
a procedure similar to the procedures used in cases of sexual assault or for
reporting child abuse. Because trafficking of children is child abuse, the
protocol may be an addendum to the existing child abuse reporting protocol.
An effective school policy should require that school administrators and/or
authorities be notified immediately, while maintaining the students
confidentiality to the extent possible under the law. Once a child victim
is identified, it is imperative that all responding providers coordinate
intervention and support for the victim as well as ensure minimal impact
on other students.
To have an effective anti-trafficking protocol, schools should, at a minimum

A 10th-grade student
was identified by law
enforcement as a victim
of child sex trafficking
when they arrested her
pimp. The victim was
referred for services
with a case manager
and therapist. The
victim and her mother
granted consent for her
case manager to work
with her high school
counselor to transfer
her to an alternative
school. The new school
provided her a fresh
start as well as a safe
location where her
pimp and his associates
could not locate her.

develop, adopt, enforce, and implement a policy to address

child trafficking;
make sure all school personnel are properly trained on the policy;

Case Manager,
San Diego Youth Services

make certain campus security is in place so that all visitors are screened;
provide programs and roles for parents and guardians to make them part of their childrens
safety and security, both at school and while going to and from school;
assess the environmental structure and take every possible step to help make it safe;
partner with local law enforcement experts to provide a parent awareness program on the
dangers and warning signs of child sex trafficking; and
partner with local law enforcement agencies to protect the routes that students use to travel
to and from schools.

Human Trafficking in AMERIC AS SCHOOLS

A Sample Protocol for School Districts

SITUATION AND PROTOCOL

10

Human Trafficking in AMERIC AS SCHOOLS

U.S. Government Entities Combating Human Trafficking

The U.S. government supports a victim-centered, whole government approach that brings together
federal departments and agencies to address all aspects of human traffickingenforcement of criminal
and labor law, victim identification and protection, education and public awareness, international trade
and development, enhanced partnerships and research opportunities, and international engagement
and diplomacy. The U.S. government also funds numerous civil society organizations to conduct antitrafficking efforts according to the 3 Ps (prosecution, protection, and prevention) both domestically
and around the world.
The following federal departments are involved in this effort:
Department of Education

Department of Justice

Department of Health and Human Services

Department of Labor

Department of Homeland Security

Department of State

Publications and Resources

Some of the best ways to help combat human trafficking are to raise awareness, learn more, and help
school staff, administrators, and the community at large learn about how to identify victims. Information
about human trafficking can be found at the following websites:
U.S. Department of Health and Human Services, Administration for Children and Families
www.acf.hhs.gov/endtrafficking
U.S. Department of Homeland Security Blue Campaign
http://www.dhs.gov/blue-campaign/share-resources
Institute of Medicine
http://www.iom.edu/~/media/Files/Resources/guideforhealthcaresector.pdf
National Center on Homeless Education
http://center.serve.org/nche/downloads/briefs/trafficking.pdf
National Center for Missing and Exploited Children
http://www.ncmec.org
National Human Trafficking Resource Center
http://www.polarisproject.org/what-we-do/national-human-trafficking-hotline/the-nhtrc/overview
Runaway and Homeless Youth Training and Technical Assistance Center
http://www.rhyttac.net/resources/document/human-trafficking-resource-list
United Nations Office on Drugs and Crime
http://www.unodc.org/unodc/en/human-trafficking/what-is-human-trafficking.html

Human Trafficking in AMERIC AS SCHOOLS

11

Trainings
U.S. Department of Health and Human Services, Anti-Trafficking in Persons Division, Office
of Refugee Resettlement, National Human Trafficking Resource Center, Safe Harbor Laws:
A Systemic Approach to Addressing Child Sex Trafficking
http://polarisproject.adobeconnect.com/safeharbor/
U.S. Department of Homeland Security, Blue Campaign, Human Trafficking Awareness Training
http://www.dhs.gov/blue-campaign/awareness-training

Services
U.S. Department of Health and Human Services, Services Available to Victims of Human
Trafficking: A Resource Guide for Social Service Providers
http://www.acf.hhs.gov/programs/orr/resource/services-available-to-victims-of-humantrafficking
U.S. Department of Homeland Security, Blue Campaign, Victim Assistance Resources
http://www.dhs.gov/blue-campaign/victim-centered-approach
U.S. Department of Justice, Office for Victims of Crime, Initiatives to Expand Services
to Human Trafficking Victims
http://www.ojp.usdoj.gov/ovc/news/human_trafficking.html
International Labour Organization, International Programme on the Elimination
of Child Labour, Combating Trafficking in Children for Labour Exploitation: A
Resource Kit for Policymakers and Practitioners
http://www.ilo.org/ipecinfo/product/viewProduct.do?productId=9130

Terms and Definitions

Child (minor, juvenile, youth) Persons under the age of 18 unless, under the law
applicable to the child, majority is attained earlier.8
Exploitation Unfair, if not illegal, treatment or use of somebody or something,
usually for personal gain.
Labor trafficking The recruitment, harboring, transportation, provision, or obtaining
of a person for labor or services, through the use of force, fraud, or coercion, for the
purpose of subjection to involuntary servitude, peonage, debt bondage, or slavery.

12

Human Trafficking in AMERIC AS SCHOOLS

Pimp Any person who participates in the transporting, harboring, or selling of a person for a commercial
sex act. This term can be interchangeable with sex trafficker.
Sex trafficking The recruitment, harboring, transportation, provision, or obtaining of a person for
a commercial sex act in which that act is induced by force, fraud, or coercion or in which the person
induced to perform such act has not attained 18 years of age.

Endnotes
1.

International Labour Organization. (2012). ILO global estimate of forced labour: Results and
methodology. Geneva, Switzerland: Author. Available at http://www.ilo.org/wcmsp5/groups/public/--ed_norm/---declaration/documents/publication/wcms_182004.pdf

2.

U.S. Department of State. (2013). Trafficking in persons report 2013. Washington, DC: Author.
Available at http://www.state.gov/j/tip/rls/tiprpt/2013/

3.

Williamson, C., & Prior, M. (2009). Domestic minor sex trafficking: A network of underground players
in the Midwest. Journal of Child & Adolescent Trauma, 2(1), 4661.

4.

U.S. Department of Health and Human Services, Administration for Children, Youth and Families.
(2014). Guidance to states and services on addressing human trafficking of children and youth in
the United States. Washington, DC: Author. Available at http://www.acf.hhs.gov/sites/default/
files/cb/acyf_human_trafficking_guidance.pdf/

5.

U.S. Department of Health and Human Services, Office of the Assistant

Secretary for Planning and Evaluation. (2009). Human trafficking into
and within the United States: A review of the literature. Washington,
DC: Author. Available at http://aspe.hhs.gov/hsp/07/
humantrafficking/litrev/

6.

Reid, J. A., & Jones, S. (2011). Exploited vulnerability: Legal and

psychological perspectives on child sex trafficking victims.
Victims & Offenders, 6(2), 207231.

7.

U.S. Department of Health and Human Services, Office of

the Assistant Secretary for Planning and Evaluation. (2009).
Human trafficking into and within the United States: A
review of the literature. Washington, DC: Author. Available
at http://aspe.hhs.gov/hsp/07/humantrafficking/litrev/

8.

UNICEF. (n.d.). Fact Sheet: A summary of the rights under

the Convention on the Rights of the Child. Available at
http://www.unicef.org/crc/files/Rights_overview.pdf/

Note: All references listed were last accessed on

August 12, 2014.

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achievement and preparation for global competitiveness by
fostering educational excellence and ensuring equal access.

For further information, please contact Eve Birge at 202.453.6717 or [email protected]