Roberto Germán [00:00:01]:
Welcome to Our Classroom. In this space, we talk about education, which is inclusive of but not limited to what happens in schools. Education is taking place whenever and wherever we are willing to learn. I am your host, Roberto Germán, and Our Classroom is officially in session.
Welcome back to Our Classroom. Today, I'm joined by Erin Williamson, Chief Program and Strategy Officer at Love146, where she leads efforts to prevent child trafficking and exploitation. With over 20 years of experience in social services and child protection, Erin has developed trauma-informed programs that have reached thousands of vulnerable youth across the United States. She is also a parent advocate and an expert in human trafficking prevention and survivor care.
Roberto Germán [00:01:01]:
We are going to be talking about protecting our children, navigating online safety, trafficking prevention, and trauma-informed care. Erin Williamson, thank you for being here.
Erin Williamson [00:01:14]:
Thank you so much for having me. I'm excited to be here and have this conversation.
Roberto Germán [00:01:18]:
Oh, my pleasure. This is a critical conversation because there's a great concern about human trafficking and its impact on our children. But there's also a lot of ignorance, as many people are influenced by Hollywood portrayals. The reality is often more subtle and complex. What are the most common ways children are at risk today? And what warning signs should educators and school staff be looking for?
Erin Williamson [00:01:57]:
Absolutely. There are many ways in which children are at risk today. Some risks are the same as they were 10 or 20 years ago, while others have evolved due to the rise of the internet and social media. Traffickers exploit vulnerabilities. Many at-risk youth experience housing or food insecurity, are involved in the foster care system, or lack supportive family structures. Traffickers promise to meet those needs—offering food, shelter, or a sense of belonging. They may pose as a caring adult, a boyfriend, or a mentor, preying on the child's vulnerabilities.
Erin Williamson [00:02:45]:
The vulnerabilities are the same whether online or offline. The main difference is that, in person, a trafficker has to focus on grooming one or two children at a time. Online, they can target hundreds of children at once, casting a wide net to see who responds.
Roberto Germán [00:03:13]:
That's scary. And it angers me. But I know just sitting in that anger isn't going to change anything.
Let's talk about things we can do. You mentioned technology, which is evolving rapidly. Social media and gaming platforms have become prime areas where predators exploit children. What are the biggest digital threats facing students today? And how can educators and parents work together to teach children about online safety?
Erin Williamson [00:03:46]:
We often assume that kids understand online safety, but they don’t. Many don’t know about privacy settings or the risks of sharing personal information. As educators, parents, and caregivers, we need to start with the basics. We often tell kids not to share their passwords or home addresses with strangers, but the reality is that traffickers groom them to see them as trusted friends.
Predators don’t feel like strangers to their victims—they feel like best friends, boyfriends, or even parental figures. Instead of focusing only on avoiding strangers, we need to teach kids about healthy relationships. Online, there are key turning points in grooming: a predator might ask a child to share a secret, send a private photo, or meet in person. We need to equip kids with the knowledge to recognize these red flags and set boundaries.
Roberto Germán [00:07:19]:
For children who have experienced trauma, including trafficking or exploitation, school can either be a place of healing or a place where those traumas are reinforced. What practical steps can teachers take to create trauma-informed classrooms that support students in their healing journey?
Erin Williamson [00:07:45]:
School is critical in a child’s healing journey. A recent evaluation of our programs found that the more connected a child feels to school, the more likely they are to disclose victimization. This underscores the importance of building strong relationships with students.
Children test boundaries before they disclose abuse. They may push back, act out, or seem withdrawn. Educators need to recognize these behaviors as potential cries for help rather than acts of defiance. Creating safe spaces for students to express when they feel triggered is key. In classrooms, topics like drug use, sexual health, and online safety can be triggering. Teachers should preemptively acknowledge this and provide students with strategies to take breaks or seek support.
Roberto Germán [00:11:20]:
Misinformation about trafficking is widespread, leading people to focus on sensationalized cases rather than everyday realities. What are the biggest myths about child trafficking? And how can educators be better informed to protect students in the real world?
Erin Williamson [00:11:46]:
One major myth is that trafficking always involves kidnapping or physical violence. While those cases exist, the majority of trafficking victims are groomed by someone they know and trust. Another misconception is that traffickers are strangers when, in reality, they often build a close relationship with the child first.
Educators should pay attention to signs like students suddenly having expensive items, new relationships with older individuals, or irregular school attendance. Traffickers often provide victims with gifts like new phones or clothing to build dependency. Asking gentle questions like, “That’s a nice phone! Who got it for you?” can help start conversations and identify risks.
Roberto Germán [00:16:14]:
Educators often feel overwhelmed by the responsibility of keeping students safe while meeting academic demands. What are three concrete actions schools, teachers, and parents can take today to build a culture of safety and awareness around child trafficking prevention?
Erin Williamson [00:16:23]:
First, implement prevention education programs. Love146 offers the “Not a Number” curriculum, which teaches students about healthy relationships, online safety, and recognizing exploitation.
Second, build connections. Students need to know they have a trusted adult they can turn to. Teachers and staff can create safe environments simply by being available, checking in with students, and demonstrating care.
Third, be proactive. Tell students explicitly that you are a safe person they can talk to. Instead of assuming they know, say, “If you ever need someone to talk to, I am here.” Also, be transparent about mandatory reporting so students understand what happens if they disclose something.
Roberto Germán [00:25:18]:
For those listening, what message of encouragement would you like to share?
Erin Williamson [00:25:30]:
You can make a real difference in a child’s life. Even if a student never discloses abuse, knowing that a teacher cared about them can be life-changing. Building resilience in children is just as important as addressing victimization. Every effort you make to create a safe, supportive environment matters.
Roberto Germán [00:27:07]:
Thank you, Erin. Where can people learn more about Love146 and access resources?
Erin Williamson [00:27:20]:
Visit love146.org for information on our programs and resources. We also share practical safety tips for parents and educators through our social media channels.
Roberto Germán [00:27:40]:
Thank you for your time and insights. We appreciate your work and look forward to learning more about Love146.
Erin Williamson [00:27:55]:
Thank you so much for having me.
Roberto Germán [00:28:00]:
As always, your engagement in Our Classroom is greatly appreciated. Be sure to subscribe, rate the show, and write a review. For more resources, visit MulticulturalClassroom.com. Peace and love from your host, Roberto Germán.
