Although anyone can become a victim, commercial exploitation and human trafficking disproportionately affect women, girls, and communities of color within the United States. Despite its prevalence, misinformation and a widespread lack of understanding on this issue create barriers to identifying and supporting trafficking victims. School staff are critically positioned to both identify and support the needs of trafficked youth. This article offers a fact-based case example of human trafficking in a small town in New York State, including one principal’s challenges and opportunities in addressing human trafficking in her school. Programming and practice frameworks that utilize trauma-informed care, cultural and linguistic responsiveness, and human rights approaches are offered as strategies for engagement with this topic.
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