Enough! Preventing Child Sexual Abuse in My School
Core Code Alignment
Child Abuse and Human Trafficking
Child Abuse and Human Trafficking
99000000000: Child Sexual Abuse and Human Trafficking Prevention
Child Abuse and Human Trafficking
99000000000: Child Sexual Abuse and Human Trafficking Prevention
Recommendation
Recommended Primary
Evaluation
No evaluation provided.
Educators Using These Materials
No educators found.
Material Categories
No categories assigned.
Rubric : CSA and HT 2025
Final recommendation published; partial rubric scores available.
Child Sexual Abuse Prevention-Adult Serving Y
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 1. Adherence to Administrative Rule: The instructional materials must be in compliance with Utah State Board of Education Administrative Rule 277-630 Child Sex Abuse and Human Trafficking Prevention Training and Instruction. This Rule may be updated from time to time as Utah statute changes, so please make sure to review and be in compliance with all requirements prior to submissions. Are the materials in compliance with USBE Administrative Rule 277-630? | YES | NA | NA | NO | ||
| There are no pages in this training as it is an online learning module form. The training did a good job of focusing on awareness, prevention and interruption of CSA. It does explicitly state that parents and caregivers are the primary source of information for their children in the supplemental information for Utah school employees. Reviewed the one hour training, no concerns | ||||||
| 2. Limits of training: Overall, the materials focus on awareness, prevention, and interruption of child sexual abuse and/or human trafficking. This includes covering examples of child vulnerabilities that may render a child more susceptible to child sexual abuse and/or human trafficking. The training materials clearly state that parents and caregivers are the primary source of information for their children regarding issues related to child sexual abuse and human trafficking, but other significant adults in a child’s life can also provide protection. The materials should help adults understand best practices when talking about child sexual abuse and human trafficking prevention with students. Is the main focus of the training on awareness, prevention, and interruption of child sexual abuse and/or human trafficking? Does the training clearly state that parents and caregivers are the primary source of information for their children? Do the materials help adults understand best practices when discussing CSA and HT? | YES | NA | NA | NO | ||
| one hour video and handouts relate only to child sex abuse. | ||||||
| 3. Age-appropriate materials: Overall, the materials are age appropriate and comply with the definition of age appropriate instructional material, as defined in Utah Code 53G-9-207 (a)(I) and (II). Do the materials comply with Utah Code 53G-9-207 (a)(I) and (II)? | YES | NA | NA | NO | ||
| reviewed one hour video | ||||||
| 4. Prohibited Concepts and Practices: As outlined in Utah Code 53G-9-207, Age-appropriate instructional material does not include materials that: ● invites a student to share personal experiences about abuse during instruction; ● gives instruction regarding consent as described in Utah Code 76-5-406; or ● includes sexually explicit language or depictions. Additionally, participants should not be asked to role-play antisocial behavior, such as dividing into pairs where one child takes on the role of an abuser and the other child practices saying no. Do the materials align with Utah Code 53G-9-207 and 76-5-406? Do the materials avoid asking students to role-play antisocial behavior? | YES | NA | NA | NO | ||
| There is nothing in the training that is particularly triggering or insensitive to those who may have been abused. reviewed one hour video | ||||||
| 5. Sensitivity to prior abuse: Overall, the instructional materials demonstrate a sensitivity and awareness of individuals that may have had prior abuse. Do the materials demonstrate a sensitivity to prior abuse? | YES | NA | NA | NO | ||
| this information is presented throughout the training. "page 3. First section of the video acknowledges those that have been abused and gives links to resources, if needed. slide 3 | ||||||
| 6. Adult responsibilities: The materials should cover that every adult is responsible for the safety of children. If someone approaches a child in a sexual or abusive way, adults are the ones who need to react responsibly to help prevent and recognize abuse. Youth shouldn’t have the burden of preventing sexual abuse by themselves. Sometimes adults can miss critical opportunities to prevent child sexual abuse because they do not know what to look for, say, and do. By becoming educated, ASYs can make the world a safer place for children. It is also important for adults to recognize that most perpetrators of abuse are within the child's family or close circle. Because of this, children often turn to other trusted adults for help. It is not the adult’s responsibility to investigate or prove abuse, only to report suspected abuse. Do the materials appropriately cover adult responsibilities for the safety of children regarding sexual abuse? | YES | NA | NA | NO | ||
| The materials do not specifically ask participants to reflect on their background, experiences and cultural upbringing, though it may happen as a natural consequence of examining the information. starting on slide 12. Course slide 12, 13, 14, 15, 16, 23, slide 31, Additional info document sec. IX. | ||||||
| 7. Self-Reflection: The materials contain activities that help adults reflect on their own reflect on their own background, experiences, and cultural upbringing about child sexual abuse and/or human trafficking, as they prepare to learn more about these concepts. Do the materials contain activities to assist with adult self-reflection? | YES | NA | NA | NO | ||
| Slide 9 shows a scenario about David who reflects on his own fears and biases. This allows trainee to reflect on their own background. course slide 3, 9, 16 | ||||||
| 8. Developmental Issues: The materials contain a brief overview of childhood developmental issues to help adults understand how a child’s developmental stage may affect their understanding of sexual abuse and/or human trafficking. Is there a brief overview of childhood developmental issues related to CSA and/or HT? | YES | NA | NA | NO | ||
| The Straight Talk Guide included in the Additional Info for Utah disccuses both developmental issues as well as appropriate ages to discuss CSA with children. Pg 16 | ||||||
| 9. Community issues: The materials cover examples of issues that may exist in specific communities that may contribute to the prevalence of child sexual abuse and/or human trafficking. Are examples included of community issues that may contribute to prevalence of CSA and/or HT? | YES | NA | NA | NO | ||
| Slide 14 talks about kids getting abused in communities, but it could be more explicit. slide 9 | ||||||
| 10. Appropriate adult behavior: Instruction for adults should help them conceptualize what safe and appropriate adult behavior looks like and ensure that they have appropriate boundaries with children. It is the responsibility for adults to keep children safe. Adults have a legal responsibility not to abuse or exploit children and can be punished for doing so. Modeling appropriate adult behavior for their children is a preferred method of teaching. All children have the right to ask an adult to stop behavior that makes them uncomfortable and that they can report any behavior that concerns them to a trusted adult. Adults should not give gifts to children and expect repayment or something in return. (See minimum guidelines for examples of appropriate and inappropriate adult behavior) Do the materials help adults conceptualize what safe and unsafe adult behavior is, and that they must have appropriate boundaries with children? Do the materials cover examples of appropriate and inappropriate adult behavior? | YES | NA | NA | NO | ||
| Pages 6-7 of the Utah-specific supplemental document contains this information on grooming. slide 26. course slide 26, 27, 29. 31, 32 | ||||||
| 11. Explanation of grooming: The materials should cover the concept of “grooming”. Grooming is a subtle (hard to notice), gradual (slow), and escalating (more and worse over time) process of building “trust” with a child and the child’s parent(s) or other caregivers, when the intent is to hurt or abuse the child. Do the materials cover the concept of “grooming”? | YES | NA | NA | NO | ||
| pages 6-7 of the Utah supplemental information includes grooming information. slide 15. course slide 15, Additional Info document sec. IX, Straight Talk Guide for Parents pgs. 8-10 | ||||||
| 12. Grooming red flags: This section may include activities that help adults recognize “red flags”, such as what an abuser might say or do at different stages in the grooming process. The material should point out how grooming might be hard to recognize at first, that grooming often happens at a gradual pace, and that the red flags may escalate over time. (See minimum guidelines for examples of grooming red flags) Are activities included to help adults recognize grooming “red flags”? Does the material point out how grooming may be hard to recognize at first but escalates over time? | YES | NA | NA | NO | ||
| The exact information in the minimum guidelines about safety plans (#13) are included in the Utah supplemental training document. slide 15. course slide 15, Additional Info document sec. IX, Straight Talk Guide for Parents pgs. 8-10 | ||||||
| 13. Create a safety plan: There may be times when it is appropriate for adults to help parents design a safety plan that is clear and concise for their children. The safety plan should cover both a physical safety plan (what the physical boundaries are of the child) and verbal safety plan (such as a safe word the child can say to a parent when the child feels unsafe) and provide various examples on what to do in dangerous situations. The materials should cover the essential elements of a safety plan and an example of a safety plan. (See minimum guidelines for examples of elements of safety plans) Do the materials cover the essential elements of both physical and verbal safety plans and include examples? | YES | NA | NA | NO | ||
| this information is presented in the Utah-specific document on page 2. Additional info for Utah | ||||||
| 14. Mandatory reporting and requirements: The materials should cover the mandatory reporting requirement in Utah, which is that all adults are legally obligated to report any type of suspected child abuse, not just teachers, social workers, or police. Anyone that suspects any type of child abuse or human trafficking must call and report it to the proper authorities. There is an added importance for adults who work in schools to report as they are in a position of power and trust and have a responsibility to protect children. Adults working in education do not need to obtain approval from an administrator prior to calling and reporting information. The mandatory reporting requirement is described in Utah Code Sections 53E-6-701- Mandatory reporting of physical or sexual abuse of students. An adult that suspects a child is being (or has been) abused should immediately call Utah’s 24-hour Child Protection Line: 1-855-323-3237. The hotline makes it easy to share concerns about a youth with a trained social worker. A person does not need to be certain abuse has occurred to call. Do the materials adequately cover the mandatory reporting requirement in Utah? | YES | NA | NA | NO | ||
| The exact information from the minimum guidelines is presented in the Utah supplemental document on page 2. Additional info for Utah. In the downloadable handout "Additional Information for Utah School Employees" | ||||||
| 15. What to expect when you report: The materials should cover the basics of what will happen when an adult makes a report of child abuse or human trafficking. For example, they need to have as much information on hand as possible, including the child’s name, date of birth, address, school or childcare provider, and the nature of the concerns. The system is set up to handle an investigation in a way that considers the well-being of the child/youth. Include a discussion that by following the appropriate steps for reporting, it is more likely that the youth will not be subjected to multiple interviews and the case will remain strong. Also, make adults aware that a person who reports abuse will not have any legal right to further details about what happens with the information or investigation following the report. Do the materials cover the basics of what will happen when an adult makes a report of child abuse or human trafficking? | YES | NA | NA | NO | ||
| this information is covered a few times, but especially in slides 22-23 in the training. Additional info for Utah. In the downloadable handout "Additional Information for Utah School Employees" | ||||||
| 16. Abusers can be anyone: The materials should cover that child abusers often look and act like everyday people. They can be charming, charismatic, admirable, and respected pillars in the community, workplace, or school. They can also be people that use their positions of power and trust to get close to children in order to abuse them. Any adult who has access to youth regularly in private situations has more opportunity to sexually abuse youth. All reports of sexual misconduct should be taken seriously. Abusers can be a family member, relative, friend, neighbor, co-worker, community leader, celebrity, teacher, coach, clergy or church leader. Perpetrators will work to earn trust in an attempt to challenge parent’s and guardian’s instincts, causing them to let down their guard. They are methodical in their efforts to keep up the image they have worked to create. Adults should also be made aware that children can abuse other children. It can happen with children who are the same age, but more often happens when other children are older and therefore have more power and control over younger children. Does the curriculum adequately describe how abusers can be anyone, including other children, and include examples? | YES | NA | NA | NO | ||
| This is somewhat touched upon the training, though it is not in much detail. It discusses some risky behaviors adults can engage in and that warning signs can include meeting alone with a child. slide 12. course slide 12, 13, 14, 21, 22, 23 | ||||||
| 17. Abuse can happen anywhere and at any time: The materials should help adults understand that abuse can happen anywhere and at any time. It generally happens in places where it is easy to be alone with a child and when there is some assurance that the abuse will not be seen, discovered, or interrupted by others. It can happen anywhere, such as in the child’s home, a friend’s home, at school, outside, in a car, bathroom or locker room, locked room, in dark areas or areas protected from view, etc. There is no specific time of day that abuse happens, although children may be more vulnerable when they are tired or asleep. It is important that adults understand that it is not the child’s fault if they find themself in a place or situation where an adult abuses them. The responsibility falls on the adult who committed the acts and children are in no way to blame. Do the materials help adults understand that abuse can happen anywhere and at any time? Including examples? | YES | NA | NA | NO | ||
| Slide 14 discusses the prevalence of abuse and the commonality of abuser demographics. course slide 14, 15 | ||||||
| 18. Risk factors: Certain traits or behaviors of a child or youth can put them at higher risk of sexual abuse. (See minimum guidelines for examples of risk factors of sexual abuse for children or youth) Are traits or behaviors that can put youth at higher risk of sexual abuse discussed, including examples? | YES | NA | NA | NO | ||
| slide 31 discusses how to handle abuse disclosures. slide 14 | ||||||
| 19. How to react: The materials should discuss concepts regarding how adults should react when they have a suspicion that abuse or trafficking is occurring, or when the youth has disclosed being subjected to abuse. When a child or youth discloses sexual abuse or potential trafficking, the adult’s reaction plays an important part in whether they will continue to trust and confide in the adult. Children will pick up on everything from mannerisms to attentiveness (or lack thereof), and potentially judge themselves “guilty” or “dirty” according to how they feel the adult perceives them. Adults should try not to shame a child/youth by any conversation or explanation of abuse. It is important to learn what to say, and what not to say. Adults should actively listen as the child or youth shares their experiences and ask themselves if they are showing care and a belief in what the child is sharing. Does the curriculum discuss how an adult should and should not act when they have a suspicion that abuse or human trafficking is occurring? | YES | NA | NA | NO | ||
| Some of these examples are used in slide 31 when sharing how to handle a disclosure. slide 13. course slide 13, slide 31 | ||||||
| 20. Establishing trust when abuse or trafficking is suspected: The materials should cover ways that adults can establish trust with a child or youth that they suspect may be experiencing abuse or that has disclosed sexual abuse or human trafficking. (See minimum guidelines for examples of establishing trust) Do the materials include ways that adults can establish trust with a child or youth including examples? | YES | NA | NA | NO | ||
| slides 31-33 include this information. slide 13, course slide 13, slide 31 | ||||||
| 21. School policy: Each school has procedures and prevention policies set in place to protect against abuse and/or human trafficking. Adults that work in schools should educate themselves on schools’ policies and work closely with school officials and parents to reinforce prevention practices. Are adults encouraged to educate themselves on the school’s policy and work closely with school officials? | YES | NA | NA | NO | ||
| slides 26-27 discuss risk behaviors and healthy interactions between adults and children, which include some of these examples. slide 32. course slide 12, 31, 32, 33. | ||||||
| 22. Minimize risk: The materials should discuss how adults can minimize the risk of abuse of children. Adults should set clear boundaries and rules and think carefully about the safety of situations. (See minimum guidelines for examples of actions adults can take to minimize risk) Do the materials discuss how adults can minimize the risk for abuse of children? | YES | NA | NA | NO | ||
| The training does not use this same language, but it does discuss the risky and healthy behaviors between adults and children and encourages adults to report suspicious or inappropriate behaviors. slide 31. course slide 31, 32 | ||||||
| 23. Trust your intuition: The materials should encourage adults to reflect on situations and behavior of other adults that are around students. Adults should consider the following: Does the other adult’s behavior seem odd? Does it make you feel uncomfortable? Does it seem to happen all the time or too often? Has anyone else commented or noticed? If the answer is yes to any of these questions, then adults should trust their instincts and act by reporting suspicions. Contact law enforcement or child welfare authorities who will then open an investigation. Reporting may save the life of a child. Do the materials encourage adults to reflect on situations and behavior of other adults that are around students? | YES | NA | NA | NO | ||
| this is included in the Utah supplemental information on page 4. slide 9. 27. 29 | ||||||
| 24. Right to say no: The materials should help adults understand that children have the right to set physical boundaries and say no in any situation where any kind of touch makes them feel unsafe or uncomfortable. Unless it is a safety situation where the student puts themself or other students at risk, adults should honor when a child declines to be touched. Also, only adults trained in the proper use of restraint may use any type of restraint with a student. Adults should also understand how to empower children with the right to privacy (such as in bathrooms) and to say no when they are uncomfortable, but pair it with the understanding that the adults are the ones responsible for addressing and correcting behavior of others. Do the materials help adults understand that children have the right to set physical boundaries and to say no in any situation where any kind of touch makes them feel unsafe or uncomfortable? | YES | NA | NA | NO | ||
| This is not done extensively, but there is information on prevention and participants are given examples of how to communicate with children disclosing abuse. "Additional info for Utah. In the downloadable document : "Additional Information for Utah School Employees" | ||||||
| 25. Communication: The materials should help adults talk to youth about sexual abuse with clarity and in a trauma-informed way. All prevention efforts are strengthened by the reinforcement of prevention concepts. The materials should provide opportunities to allow adults to practice what to say and to help prepare them for potential conversations with children who may be experiencing abuse. Do the materials help adults talk to youth about sexual abuse with clarity and in a trauma-informed way? | YES | NA | NA | NO | ||
| this is included in the Utah supplemental document on page 5. "Additional info for Utah. In the downloadable document : "Additional Information for Utah School Employees" | ||||||
| 26. Teach children why they should report: The materials should help adults have the ability to articulate to a child the reasons that telling an adult is important. Telling an adult who can help about suspected abuse can lead to protecting the person who may be experiencing abuse. No one deserves to be abused or afraid. Do the materials assist adults with the ability to articulate to a child the reasons that telling an adult is important? | YES | NA | NA | NO | ||
| Utah-specific information on reporting is found in the supplemental document on page 2-3. "Additional info for Utah. In the downloadable document : "Additional Information for Utah School Employees section VIII | ||||||
| 27. Reporting: The materials should include that if an adult suspects a child is being (or has been) abused or trafficked, that person should immediately call the proper authorities. They should also cover how the adult can report abuse or trafficking if they suspect it is occurring. For example, the adult should call law enforcement and Utah’s 24-hour Child Protection Line: 1-855-323-3237. The national human trafficking hotline is 888-373-7888. Is it clear for adults what to do if it is suspected that a child is being (or has been) abused or trafficked? | YES | NA | NA | NO | ||
| Additional info for Utah. In the downloadable document : "Additional Information for Utah School Employees" section II and IX, and course slide 12 | ||||||
| 2.1 Consistency with the law: The materials demonstrate an understanding of Utah code as it applies to providing child sexual abuse prevention instructional materials to students. The materials also do not have inconsistencies with Utah’s laws in regard to child sexual abuse (Utah Code 53E-9-302) or the code related to child sexual abuse prevention instructional materials. Do the materials demonstrate an understanding of Utah code? Are the materials consistent with Utah Code 53E-9-302? | YES | NA | NA | NO | ||
| the Utah specific materials share Utah statutes that define sexual abuse. They also state that Any sexual activity between adult and child is abusive and illegal sexual activity between children of unequal age and power can be problematic and that abuse can include touching and non-touching behaviors (slide 21). In the downloadable document : "Additional Information for Utah School Employees" section I | ||||||
| 2.2 Sexual misconduct: The materials cover the definition of sexual misconduct, as well as the concept that any sexual act towards a child is not safe or appropriate, whether it is done by an adult towards a child or by a child towards another child. There are situations where the child may not feel uncomfortable, but it is still considered abuse. The material should focus on the inappropriate behavior of the sexual act and not the feelings generated in the child to define abuse or inappropriate interactions. Do the materials cover the definition of sexual misconduct and a discussion that even if the child is not uncomfortable, it is still abuse? | YES | NA | NA | NO | ||
| see comments from previous question. slide 21. course slide 21, 22, 23, 26 | ||||||
| 2.3 Define the concept of sexual abuse: The materials define sexual abuse. Sexual abuse is defined in Utah Code, section 80-1-102 and includes acts or attempted acts of sexual intercourse, sodomy, incest, or molestation by an adult directed towards a child. It also includes acts or attempted acts by a child towards another child under certain conditions defined in the law. Do the materials define sexual abuse in alignment with Utah Code section 80-1-102? | YES | NA | NA | NO | ||
| this is accomplished in different areas of the training but also in the Utah specific document, where an additional resource is linked that includes a lot more detailed information on sharing this information with children. (pages 4-5). slide 21. course slide 21. 24, 25 | ||||||
| 2.4 Appropriate physical contact: The materials talk about what is appropriate, acceptable physical contact with children, and helps adults understand the types of boundaries that need to be in place at the school. The materials also give adults the language to explain this to children and opportunities to practice explaining it to children. Example: The private parts of your body are the parts of the body that are covered by a bathing suit and these parts should never be touched by an adult at school unless medically necessary. ● Safe touch: Anything that makes us feel happy and comfortable. Examples include holding hands with friends, sharing meals, warm hugs from loving parents or friends. ● Unsafe touch: Anything that leaves us feeling unsafe, confused, or uneasy or uncomfortable. Unsafe touch can also sometimes feel “good” to the child; however, it is still important to share with a trusted adult if there is touching on private parts of the body or touches that someone tells you to keep secret. Do the materials cover what is appropriate, acceptable physical contact with children? Are adults given the language to explain this to children and include opportunities to practice explaining? | YES | NA | NA | NO | ||
| "slide 23 and and additional info for Utah. course slides 23, 26, 27, 29 and Additional Information for Utah Schools sec. VII and IX | ||||||
| 2.5 Effects of sexual abuse: The materials should cover that sexual abuse is extremely prevalent and can cause many different physical and mental health problems. The effects of sexual abuse are numerous and widespread. Survivors report increased likelihood of substance abuse and mental health issues. The side effects include increased risk of suicide and eating disorders. Both male and female survivors are more likely to engage in prostitution and many report a loss of their innocence and lifelong, devastating emotional effects, carrying shame throughout their life. Do the materials address the effects of sexual abuse and include examples? | YES | NA | NA | NO | ||
| slide 11. course slide: 11, 14, 16, 17 | ||||||
| 2.6 Abuse can affect anyone: The materials should help adults understand that abuse can and does happen to anyone regardless of age, gender, race, etc. Most often an abuser is someone the child knows and trusts. Is the fact that abuse can affect anyone covered in the curriculum? | YES | NA | NA | NO | ||
| slide 14 | ||||||
| 2.7 Children who have been abused are not at fault: The materials should help adults understand that children who have been sexually abused may likely feel the abuse is somehow their fault and that they brought it on themselves or encouraged it in some way. It is important to teach the child that the responsibility falls on the adult who committed the acts and that as children they are in no way to blame for these terrible acts. Do the materials help adults understand the importance of teaching children that they are in no way to blame for sexual abuse? | YES | NA | NA | NO | ||
| slide 15 | ||||||
| 2.8 Facts regarding child sexual abuse: Materials should state the following facts regarding child sexual abuse in order to diffuse common misconceptions that are common/prevalent. The materials must include (but are not limited to) all of the following facts: ○ Fact: Prevention efforts are effective in stopping child sexual abuse and by learning the facts, parents can make a difference. ○ Fact: An abuser is generally someone the family knows and trusts; someone who has easy and consistent access to the youth. The idea that the perpetrator is a “stranger lurking in a dark alley” is most often not the case. ○ Fact: Adults miss opportunities to prevent child sexual abuse because of misinformation and confusing stereotypes. Sexual abuse can happen to any child. Anyone can be perpetrators of sexual abuse, regardless of social status, ethnicity, race, or creed. In addition, both male and female adults sexually abuse children, and even children can sexually abuse other children. ○ Fact: Most people who have experienced abuse do not become abusers. Do the materials include all of the required facts regarding child sexual abuse? | YES | NA | NA | NO | ||
| Does not explicitly say that most people who have experienced abuse do not become abusers, but does go into detail about characteristics of abusers as well as the effects of CSA. Slide 3, Slide 13, 14, 15, 16, 22, 23 | ||||||
| 2.9 Signs of abuse: The materials should cover signs that a youth may exhibit if they are a victim of abuse. A child exhibiting many of these signs could be experiencing other stressors that are affecting their well-being, such as divorce or bullying. However, if an adult witnesses a combination of these signs, they should pay close attention and, if appropriate, immediately report them to the parent or the proper authorities. (See minimum guidelines for examples of behavioral and physical signs of abuse) Do the materials cover signs that a youth may exhibit if they are a victim of abuse? | YES | NA | NA | NO | ||
| slide 11. course slides 11-12, 14, 16, 28 | ||||||
| 2.10 Human Trafficking: The materials generally cover that human trafficking is a form of abuse and modern-day slavery in which traffickers use force, fraud, or coercion to control victims for the purpose of engaging in commercial sex acts or labor services against his/her will. These crimes include digital trafficking, including the production and distribution of photographs, videos, and other media of underage victims through online social networks, and could also include sexting. If the materials are only meant to cover child sexual abuse, they should state that there is more in-depth training available regarding human trafficking issues. Is human trafficking defined in the curriculum? If the materials are only meant to cover child sexual abuse, is there a statement that there is more in-depth training available regarding human trafficking issues? | YES | NA | NA | NO | ||
| Additional info for Utah. Additional information for Utah school employees document section V. The handout is not really a training, they basically took all the Utah specific topics and created a handout. It is not really in the training. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807