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Educators are often the first trusted adults who notice when something feels off with a student. In cases of human trafficking, noticing the signs and intervening can make a significant difference in a student’s safety.

Definitions 

• Human Trafficking: The act of exploiting individuals through force, deception, or coercion for the purpose of involuntary labor, sexual exploitation, or both. 

• Child Sex Trafficking: Causing a minor under the age of 18 to engage in a commercial sexual act, regardless of whether force, fraud, or coercion is involved. 

• Child Labor Trafficking: Forcing, deceiving, or coercing a minor under 18 to perform work or services against their will. 

Traffickers often target vulnerable youth, especially those experiencing instability or unmet needs. Since educators and other school staff interact with students daily, you may be the first person to help a student get out of these dangerous situations. 

A student is more likely to be at risk of being trafficked if they: 

• Are living in a home that is instable or in poverty 

• Have abuse or substance abuse within their home 

• Have experienced forms of neglect or abuse previously. 

• Do not have support socially. 

• Have low self-esteem.  

• Are currently homeless 

• Have been in foster care or other government programs 

• Have disabilities or notable differences 

• Are a part of migrant families 

Overall Indicators:  

• Signs of extreme fatigue, depression, or post-traumatic stress symptoms 

• Poor physical condition or evidence of malnutrition 

• Visible injuries such as bruises, scars, or other physical harm 

• Untreated health problems, including sexually transmitted infections, work-related injuries, or exposure-related illnesses 

• No personal control over finances, identification documents, travel papers, or daily schedule 

• Engages in harmful or self-destructive behaviors 

• Provides answers to questions that appear scripted or rehearsed 

Specifically Sex-Trafficking Indicators 

• Regular travel to different cities or across state lines 

• Frequently observed at motels or hotels 

• Noticeable drop in school performance 

• Sudden changes in personality, behavior, or social connections 

• Possession of new phones, clothing, or other expensive items 

• Altered grooming habits or personal hygiene 

• Displays sexualized behavior or language that is inappropriate for their age 

Specifically Labor Trafficking Indicators 

• Works without pay, receives extremely low wages, or is compensated only through tips 

• Allows employer to make personal or educational decisions on their behalf 

• Assigned chores or duties that are excessive or unsuitable for their age 

• Contributes to family expenses for rent, food, or clothing, or resides in insufficient living conditions 

Human trafficking can affect any anyone, and victims of human trafficking can easily be walking the halls of your school. Promoting awareness and proactive measures can make a life-changing difference for these students. 

What to Teach and Tell Students about Human Trafficking  

Elementary 

• Use the buddy system. Make sure you always have a buddy (someone with you). 

• Make plans for if students get separated from staff, especially during trips.  

• Make sure students know their information (phone number, address, full name, etc). 

Middle School 

• Engage in safe online and texting behavior. Do not send information to people you do not know. Do not send inappropriate images to others.  

• Teach students about what might be inappropriate for someone to ask them to do. 

High School 

• Discuss the definitions of trafficking and what that might look like 

• Safety measures to take when going places alone.  

• Be aware of your surroundings.  

• If you are being trafficked or know someone who might be, tell a trusted adult.  

Overall School Actions  

1. Create a Safe Space 

• Foster trust by listening without judgment, and ensure students know where to go for help 

• Display posters and resources about trafficking awareness in common areas 

2. Educate Students 

• Discuss healthy relationships and boundaries 

• Encourage students to speak up if they feel unsafe 

3. Establish Clear Reporting Protocols 

• Make sure all staff know the steps to take if they suspect trafficking 

• Keep emergency contacts and procedures easily accessible 

Your vigilance matters. By staying informed and proactive, schools can help prevent trafficking and protect the most vulnerable students in our communities. 

References

Human trafficking in America’s schools. https://www.ed.gov/sites/ed/files/documents/human-trafficking/human-trafficking-americas-schools.pdf 

Kid-safe conversations about human trafficking. SOS International. (2024, January 18). https://sosresponds.org/blog/kid-safe-conversations-about-human-trafficking/ 

If you would like to download this information as a PDF, please download here.

Every year, people across the world set goals to make the new year better than the last from getting healthier to learning a new skill. But what about school safety? As 2026 begins, it’s the perfect time to reflect on the last year and how you can create a safer environment for your students, staff, and community.  

When reflecting on the past year or semester, consider the following questions:  

• What steps have you already taken to improve safety? 

• Are existing protocols being followed consistently? 

• Do staff and students feel safe and informed? 

• What areas still feel vulnerable (physical spaces, digital security, emergency preparedness)? 

• Is there a need for refresher courses or new drills? 

• Are emergency alerts and safety instructions clear and accessible? 

• Are there resources for students and staff to feel emotionally safe? 

• Are there new technologies or strategies worth adopting? 

• What short-term and long-term goals can you set for safety enhancement? 

Whether you are wanting to improve safety in your classroom, your school, or your overall school district, there are steps you can take now to begin working toward your goals. 

Classroom Level Goals 

Goal 1: Secure Your Classroom Environment 

Steps:  

• Keep classroom doors locked during instruction. 

• Position furniture to avoid blocking exits. 

• Post emergency procedures near the door. 

Goal 2: Build Student Awareness 

Steps:  

• Review safety protocols with students monthly and discuss their importance. 

• Practice age-appropriate drills (fire, lockdown). 

• Encourage students to report concerns anonymously. 

Goal 3: Support Mental Health 

Steps:  

• Create a calm corner for students feeling overwhelmed. 

• Learn warning signs of stress or crisis. 

• Share mental health resources with families. 

Try This!

Use these discussion prompts with students  

Before or After a Safety Drill: 

• Why do you think schools have safety drills? 

• How do you feel during drills, and what can make them easier for everyone? 

• What can you do to help make drills go smoothly? 

• Why is it important to take drills seriously, even if they feel routine? 

 

During Safety Protocol Explanations: 

• How do safety protocols help keep everyone safe? 

• Why is it important to stay calm and follow directions during an emergency? 

• What role does each person play in keeping the class safe during an emergency? 

• How does following these rules protect not just you, but your friends and teachers?  

 

School-Level Goals 

Goal 1: Strengthen Building Security 

Steps:  

• Ensure all exterior doors are locked and monitored. 

• Install or upgrade security cameras in high-traffic areas. 

• Implement a visitor management system with ID checks. 

Goal 2: Improve Emergency Preparedness 

Steps:  

• Update emergency plans and assign staff roles. 

• Schedule drills for fire, lockdown, and severe weather. 

• Conduct quarterly safety audits. 

Goal 3: Enhance Communication 

Steps:  

• Adopt a mass notification system for staff and parents. 

• Create quick-reference emergency guides for classrooms. 

• Test communication channels monthly. 

Try This!

When creating a quick-reference emergency guide for classrooms, consider including the following information: 

• Emergency and key internal contact numbers 

• Condensed versions of emergency procedures 

• Communication Protocol – who to contact 

• Location of emergency kits 

District-Level Goals 

Goal 1: Standardize Safety Policies Across Schools 

Steps:  

• Develop district-wide safety protocols and training. 

• Ensure consistency in visitor management and emergency plans. 

• Provide funding for security upgrades. 

Goal 2: Invest in Mental Health and Crisis Response 

Steps:  

• Hire or contract mental health professionals for schools. 

• Offer district-wide staff training on crisis intervention. 

• Create a centralized reporting system for threats or concerns. 

Goal 3: Leverage Technology for Safety 

Steps:  

• Implement district-wide emergency alert systems. 

• Use analytics to monitor safety trends and incidents. 

• Ensure cybersecurity measures protect student data. 

Try This!

Create a safety walkthrough checklist. Consider including the following questions:  

• Are all exterior and classroom doors locked during school hours? 

• Are visitor badges visible and properly logged? 

• Are emergency maps posted in every classroom? 

• Are drill logs up to date? 

While considering new goals or continuing to work on previous goals, focus on committing to 2-3 actions to start and build momentum over time. At the end of the school year, reflect on how well those actions are building toward your goal. By the end of 2026, you can build a safer place for students and staff! 

As you set new goals or continue working on existing ones, start by committing to just 2–3 actionable steps. Small, consistent progress creates momentum that lasts. At the end of the school year, take time to reflect on how these actions have moved you closer to your safety goals. By committing to your goals with actionable steps, you can create a safer environment for students and staff in 2026! 

The Arkansas Trauma Resource Initiative for Schools (TRIS) provides training and resources to school personnel of K-12 schools in Arkansas to recognize and respond to the impact of trauma on students and staff.  Most recently the team of trauma experts have created a Crisis Support Toolkit.  Your step-by-step guide to support your school community immediately following a difficult event.  Visit their webpage to learn more. 

https://www.tris-ar.org

If you would like to download this information as a PDF, please download here.

As educators, you play a vital role in shaping safe, inclusive learning environments where every student feels seen, heard, and protected. Taking action not only helps prevent the escalation of harmful behavior but also provides meaningful support to victims. By modeling and teaching these principles, you contribute to building safer communities both inside and beyond the classroom.

What is a bystander?

A bystander is a person who witnesses an unsafe or problematic situation and can affect the situation by their actions. Bystanders often do not intervene.

What is an upstander?

An upstander is a person who notices a situation and chooses to act in a way that could stop the situation or positively impact the victim and overall outcome.

Educators can encourage students to become upstanders instead of just bystanders.

Common Barriers to Bystander Intervention

There are many reasons that students choose to not intervene in bullying or harmful situations.

Some of these reasons are:

• Social backlash of intervening 
• Fear of not being taken seriously by others 
• Believing that it is not their responsibility to intervene 
• Believing someone else will intervene 
• Desire to avoid conflict
• Viewing the perpetrator as having high status
• Not intervening being seen as normal
• Believing that their actions could not impact the situation
• Not interpreting a situation as harmful or dangerous

Teaching Students about Bystander Intervention

Before teaching students how to intervene, it is important to understand the basic steps and methods typically used in bystander intervention.

Intervention Steps

1. Notice the situation.
2. Determine if the situation is problematic.
3. Decide to intervene.
4. Identify the best way to intervene.
5. Actively intervene in the situation.

Intervention Methods

• Disrupt: Interrupt the situation in some way.
• Delegate: Ask someone else to help, such as a teacher.
• Document: Create evidence for an investigation, such as writing down what people involved say or do.
• Delay: Support the victim by helping them or checking in.
• Direct: Actively intervene to stop the situation.

There are many ways to teach students how to intervene.

1. Build a Supportive Culture – Create an environment where empathy, respect, and responsibility are consistently modeled and reinforced.

Example: Begin each class with a quick “check-in” activity where students share positive observations about peers, promoting mutual respect.

2. Model Upstander Behavior – Demonstrate how to respond to conflict, exclusion, or unsafe situations with courage and compassion in everyday interactions.

Example: If a student is being left out of a group activity, calmly invite them to join and explain why inclusion matters.

3. Conduct Awareness Campaigns – Use posters, videos, and social media to highlight the importance of speaking up and supporting others.

Example: Create a school-wide campaign with the slogan “Be the One Who Steps Up” featuring student testimonials and statistics about the impact of intervention.

4. Teach Safe Intervention – Teach students about the steps and strategies for assessing situations and choosing effective, safe actions.

Example: Create flowcharts or checklists that guide students through decision-making based on the intervention steps and methods.

5. Use Discussion Prompts – Facilitate open conversations that encourage reflection and critical thinking about intervention.

Example: Use prompts like “What would you do if you saw someone being bullied?” or “Have you ever wanted to help but didn’t know how?” to spark dialogue and explore barriers to action.

6. Practice with Role-Play Scenarios – Engage students in practicing responses to real-life situations involving bullying, harassment, or safety threats.

Example: Set up small groups where students act out scenarios like witnessing name-calling or exclusion and then discuss different intervention strategies.

Try This!

Use the following role-play scenario to help students understand and practice bystander intervention.

Scenario Description: During lunch at school, a group of students is sitting together. One student, Jordan, begins teasing another student, Alex, about their clothes and appearance. The teasing escalates into name-calling and laughter from others at the table. A few students nearby notice what’s happening but don’t say anything.

Roles: Jordan, Alex, Bystanders, Upstander

Instructions: Act out the scenario with no upstander. Discuss what could be a helpful intervention. Repeat the scenario with the upstander and the intervention. Discuss the outcome of the intervention.

 

Reference

American Psychological Association. (n.d.). Bystander Intervention Tip Sheet. American Psychological Association. https://www.apa.org/pi/health-equity/bystander-intervention

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The holiday season can be a time of joy and celebration, but for many students, it can also bring stress, uncertainty, and resurfacing trauma. As educators, understanding and applying trauma-informed practices during this period is essential to creating a safe and supportive classroom environment.

There are several strategies educators can use to ensure every student feels seen, valued, and supported throughout the holiday season.

1. Recognize possible student struggles.

The holiday season will not be easy for every student. Some students may be coping with loss or experiencing challenges at home.

2. Check in with students.

Creating opportunities for students to talk about their feelings related to the holidays can help them process their emotions.

3. Maintain consistent routines.

Although there will be changes due to the holidays, providing predictability as possible can help students feel safer.

4. Prepare students for schedule changes.

When there are changes in the schedule, let the students know in advance and explain why the change is occurring.

5. Offer alternatives to parties.

Some students may feel uncomfortable or overwhelmed at parties. Providing calm alternatives can help these students.

6. Don’t assume students know common traditions.

Explaining traditions as discussed helps students feel included even if they have not participated in the traditions previously.

7. Help students create new traditions.

Creating new traditions helps students feel like they are a part of something meaningful and positive.

8. Provide at-home activity options.

Providing easy activities, such as coloring pages or word searches, can make it easier for students who struggle being at home during the day.

9. Avoid isolating questions.

Questions like “What did you do over winter break?” or “What gifts did you receive over the holidays?” may make some students feel left out.

10. Ask forward-thinking questions.

Ask questions like “What are you looking forward to when we come back from winter break?” or “What are you excited to start learning about?”

By embracing trauma-informed practices, educators can create a classroom where every student feels supported and valued. These strategies aren’t just seasonal; they build a foundation of trust lasts beyond the holidays. Your empathy and awareness can transform this time of year into one of connection and care for all students.

References

Allen, H. (2024, December 13). The connection between trauma and the holidays. Sunfield Center. https://sunfieldcenter.com/the-connection-between-trauma-and-the-holidays/

Merrow, C. (2023, November 27). Reduce winter break stress for students. Empowering Education. https://empoweringeducation.org/blog/five-tips-to-reduce-winter-break-anxiety-for-students/

Trauma-Informed Strategies for Before, During, & After Winter Break Toolkit . B Hero. https://b-hero.org/wp-content/uploads/2024/01/12-01-23.1_-Supporting-Students-with-Winter-Break.pdf

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Whether students experience a violent event firsthand or hear about it through the news, they may respond with a range of feelings and concerns. These events can lead to difficult conversations at school or show up in changes in student behavior. This post describes several strategies educators can utilize to support students as they process their emotions about violence and these kinds of events. 

Core Tips for Supporting Students

• Reassure safety – Emphasize that schools have procedures in place to protect students and adults are working hard to keep everyone safe.
• Validate feelings – All feelings are okay after a tragedy. Let students talk or start by asking how their friends are feeling.  
• Let their questions guide you – Follow the student’s questions and notice cues they want to talk, like staying nearby or asking about small things. 
• Offer outlets – Encourage students to engage in different activities to help regulate and release their feelings. Examples include drawing, imaginative play, reading, journaling, art, music, or projects.  
• Encourage grounding & breathing exercises – These involve simple sensory activities to help students be more grounded in their current situation rather than violent events.  
• Balance normalcy with flexibility – Maintaining a normal routine can help students feel safe and at ease, but it’s important not to push typical activities if they are feeling overwhelmed. 

Try This!

Here are a few grounding exercises that can help students regulate their emotions. 

• Notice 4 things you can see, 3 things you can hear, 2 things you can touch, 1 thing you can smell.  

• Stretch or dance to release tension.  

• Create a relaxing playlist. 

Observing and Responding to Students’ Emotional State 

It is important to watch for behavioral changes and signs of stress in students after violent events have occurred. The following warning signs can help you recognize when a student may need extra support. 

Warning Signs 

• Behaving in uncharacteristic ways 

• Being unusually quiet 

• Acting out 

• Appearing unusually tired 

• Having difficulty concentrating 

• Seeming distracted or distressed 

• Frequently arriving late or leaving early 

• Showing a decreased appetite 

While many students simply need time and support, others may require professional mental health care, especially those with prior trauma or existing mental health challenges. 

Media and Information Exposure 

Children don’t need all the details – they need reassurance, honesty, and safe spaces to share their feelings. 

• Limit viewing of violent events or news – Too much exposure can cause fear and confusion.  

• Avoid adult conversations about violence in front of children – These conversations may cause students to be more afraid and aware of graphic details. 

• Encourage breaks from constant coverage – Older students may get caught in constant violent news streams; breaks help reduce the emotional impact. 

• Correct misinformation – Emphasize facts and avoid using stereotypes and theories when the events are discussed. 

To help students with digital safety, you can encourage them to implement these practices:

• Pause notifications from apps.  
• Block harmful content.  
• Follow uplifting accounts. 

Age-Appropriate Conversations 

When talking to students about violence, it is important to consider what kind of information and conversations are appropriate for the student based on their age.

For Elementary School: 

• Keep information brief, simple, and reassuring.  

• Remind them of concrete safety measures, such as locked doors, playground supervision, or emergency drills.  

• Avoid overexposure to media. Children under 6 may not realize media images are not happening again. 

For Middle School: 

• Expect direct questions: “Am I really safe at school?”  

• Help them separate reality from fantasy.  

• Give honest, clear answers, but avoid unnecessary details.  

• Facts or statistics may help students feel better, such as “the likelihood of being injured or killed at school is 1 in 450,000.” 

For High School: 

• Teens may debate causes of violence and want solutions.  

• Encourage discussion, empower them to take action:  

• Report concerns to adults.  

• Follow school safety guidelines.  

• Identify a trusted adult at school. 

Try This!

There are several activities that educators can use with their classes to help students during these times. The lists below provide activities to use by age group. 

Elementary: 

• Feelings Art – Let students draw or color how they are feeling. 

• Story Time with Discussion – Read a book about safety, courage, or kindness and talk about it. 

Middle School: 

• Journaling Time – Encourage students to write down thoughts, questions, or feelings privately. 

• Guided Discussion Circle – Provide structured time to share feelings and listen respectfully. 

High School: 

• Open Dialogue Session – Give space for thoughtful discussion while validating the need for different perspectives. 

• Creative Expression – Encourage poetry, music, or art projects to process emotions. 

• Action-Oriented Activity – Work on a group kindness project, such as letters of support, peer mentoring, or community service. 

References

How to Help Your Students Cope With Safety Threats in the Community or World. (2025). Retrieved from https://jedfoundation.org/how-to-help-students-cope-with-safety-threats/ 

Talking to Children About Violence: Tips for Families and Educators. (n.d.). Retrieved from https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-safety-and-crisis/school-violence-resources/talking-to-children-about-violence-tips-for-families-and-educators  

Tips for Parents on Talking to Children Exposed to Violent Events. (2024). Retrieved from https://violence.chop.edu/types-violence-involving-youth/school-shootings/tips-parents-talking-children-exposed-violent-events