Yes, We Can: An Educator’s Narrative of Debunking Educational Myths in a Residential Safehouse for Adolescent Trafficking Survivors

Wed, September 17 | 9:45 AM EDT–10:45 AM EDT

Topic: Programming | Knowledge Level: Intermediate

Megan Simmons, CTRS-E

Metanoia Manor is a residential recovery program for adolescent survivors of human trafficking in the American Gulf South. Their instructor has implemented a trauma-informed, healing-centered educational model designed to promote academic success and emotional healing. Drawing on Vygotsky’s Zone of Proximal Development, the instructor differentiated instruction and used scaffolding to help students progress academically, regardless of past disruptions in their education. The classroom environment was structured and predictable to foster psychological safety. Movement and sensory regulation activities were integrated throughout the day to support focus and emotional regulation. The instructor prioritized relationship-building, recognizing that consistent, affirming connections with adults are critical for students recovering from trauma. Individualized Education Plans (IEPs) were co-developed with counselors to include both academic and emotional goals. Progress monitoring was a collaborative process that kept students engaged and motivated. The instructor also worked to educate youth advocates on recognizing trauma responses, helping them understand that certain behaviors are often rooted in survival rather than defiance. Beyond direct instruction, the instructor actively challenged misconceptions about the academic potential of trafficking survivors. She promoted a strengths-based mindset and maintained high expectations. Her efforts contributed to the program’s state certification, enabling students to pursue higher education and access financial aid. Within two years, three students earned GPAs above 3.5 and were accepted into college. This work illustrates that, with the right support and belief in their potential, adolescent survivors can achieve academic success. This session calls for increased funding, research, and systemic commitment to trauma-informed education.

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Presentation Objectives

• Inform educators about best practices to serve youth trafficking victims and others with adverse experiences in classrooms
• Inform youth advocates about the root causes of behavior in children recovering from trauma so they may identify and respond better to students that may be facing exploitation or survival responses
• Inform the public about the misconceptions surrounding attainment in youth trafficking survivors and promote a growth mindset and elevated expectations