Date of Award

2-21-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D.)

School Name

Annsley Frazier Thornton School of Education

Department

Education

Major Advisor

Tommy Wells

Abstract

This qualitative study explored the lived experiences of seven educators, program leaders, and other direct service providers who support the learning and development of human trafficking survivors in trauma-informed agencies in Kentucky. Using narrative inquiry methods (Clandinin & Connelly, 1990), this study identified the trauma-informed models and strategies currently employed in Kentucky agencies that serve trafficking survivors, participants’ experiences with successful strategies, and the barriers they have experienced. This study addressed research gaps between the effects of trauma on learning, trauma-informed educational models, the unique needs of trafficking survivors, and trauma-informed care for trafficking survivors in non-educational settings. The theoretical framework that guided this study is Bronfenbrenner’s (1977) ecological systems theory. Participants’ stories were collected through artifact presentations, semi-structured interviews, and guided questionnaires using Microsoft Teams meeting recordings and transcriptions. The primary themes identified in participants’ transcriptions were (1) resources, (2) education and training for providers and community partners, (3) safety, (4) involving survivors in decision-making, (5) standards of care, (6) building relationships, (7) a person-centered approach, and (8) survivor education.

This study addresses the following research questions:

  1. What trauma-informed educational models and/or strategies are currently employed in agencies that serve trafficking survivors?
  2. Which specific components of these models and/or strategies have proven successful with trafficking survivors?
  3. What are the greatest barriers to success, as identified by the educators of trafficking survivors?

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