Date
8-6-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Breck Perry
Keywords
sex trafficking, social cognitive theory, education, teacher perspective, trauma-informed, academic support
Disciplines
Education | Educational Methods
Recommended Citation
Timco, Melanie, "Teacher Perspectives of Supporting High School Students Who Are Sex Trafficked in Northeast Ohio: A Qualitative Study" (2025). Doctoral Dissertations and Projects. 7314.
https://digitalcommons.liberty.edu/doctoral/7314
Abstract
The purpose of this hermeneutic phenomenological study was to understand the perspectives of supporting students who are actively sex trafficked for the teachers at high schools in Northeast Ohio. The theory guiding the study was Bandura’s social cognitive theory as it applies to the formation of teacher perspectives based on cognitive, behavioral, and environmental factors. Teachers shared their perspective of supporting students who were actively sex trafficked in high school through hermeneutic phenomenology. I utilized criteria and snowball sampling of 12 high school teachers in Northeast Ohio. Open-ended surveys, interviews, and focus groups were conducted with teachers to render their perception of support and then analyzed for common disclosed themes. Thematic analysis revealed that teachers had an emerging knowledge of appropriate academic support and a dedication to creating a safe classroom climate for survivors of sex trafficking. The lack of school policies, professional development, and expert partnerships diminished the capacity for effective trafficking response in schools. Participants also noted the value of prevention education, safety planning, and self-care practices as significant elements in supporting sex trafficked students. Teachers benefit from expanding their skill set in strategies such as understanding the neurobiology of trauma, academic supports for trauma, and cultivating a sense of belonging in the classroom. The results of the study extend the existing literature, as participants consistently emphasized the importance of creating a safe and supportive classroom environment, where they fostered a sense of belonging and trust, which was vital for the success of sex-trafficked students.
