Other CAPE Resources

A very wide range of people and organizations may be effective co-workers with Rotary in a CAPE program. Some of these community members may already be Rotarians!

1. Survivors

2. Other NGO’s in the anti-human trafficking/ modern slavery space (ask law enforcement agencies if you don’t know who to start with)

3. Public / Private Schools / Home School Co-ops

   • Superintendent of Public Schools and Headmasters/ Administrators of Private Schools

   • School Board

   • PTA / PTO, parental organizations

   • School Principals

   • Nurses

   • Counsellors

   • Curriculum specialists

   • Student services

   • Family / Life Education Teachers

   • School Resource Officers

   • Bus Drivers

4. Higher Education – Provost or Dean of Community College or local University

5. Private/ Public funding sources/ foundations such as community foundation

6. Religious Organizations:  Churches, Temples, Synagogues

7. Legal field

   • Judges

   • Prosecutors

   • Attorneys 

8. First Responders

   • Fire & Rescue

   • Local Police

   • Regional office

   • Federal law enforcement

   • Other gang, drug, and trafficking taskforces

9. Elected officials

   • Local elected officials

   • State Elected Officials

   • Federal Elected Officials (will likely send an aide if you ask!)

   • Local Chairs of various Parties

10. Local Government Admin

    • County Executive or Administrator

    • Town Manager or Planning Department Director (they are in charge of zoning)

    • Department of Social Services Director

    • Community Service Board

    • Health Department

11. Health Care

    • Hospital Administrators

    • Emergency Room

    • Free or Community Health Clinic

    • Mental Health

    • Social workers

    • Obstetricians and gynaecologists

    • Pregnancy Center

    • Drug and Alcohol Recovery Programs

12. Non Governmental Organizations / Community Groups:

    • Interact / Rotaract Advisor

    • Boys & Girls Clubs

    • Boy Scouts / Girl Scouts

    • Youth Sports

    • Family/ Homeless Shelter

    • Food banks

    • Sports Leagues – especially travel teams (soccer, gymnastics, cheer, etc.)

    • Service groups such as Interact, Kiwanis, Ruritans, Civitans, Lions, Moose Lodge, Elks Lodge, Masons

    • Chamber of Commerce/ Business Association ● Media

    • Newspapers

    • Online Media

    • Magazines

    • Radio

    • Television

13. Transportation organizations

    • Busses

    • Metro/ Trains

    • Airports

    • Shipping/ Port Authorities

Resources that focus on enabling youth activism include:

1. Veronica McDaniel of Street Grace has written a playbook for establishing student-led anti-trafficking groups.

2. RAGAS has partnered with the Rotary Club of Quito (in Ecuador) to form the Interact Quito Against Slavery RAGAS Club. Some of their work can be seen on the Tomás Moro International School YouTube channel.

3. When planning activities that seek to engage youth, the Lundy Model of child participation is a basic starting point. Prof. Laura Lundy notes that asking children to contribute requires more than just asking them to speak. She describes how to ensure the essential conditions of Space, Voice, Audience and Influence.

4. The Youth for Hope program (previously Youth4Abolition) of Fields of Hope, based on North Carolina. They equip high school and college students to lead peer-to-peer human trafficking awareness and prevention clubs in their schools, churches, and community centers. Each club is run by a dedicated student leader with the help of their Y4H Coach and Adult Advisor.

5. Youth Underground is a Swiss Nonprofit Association representing the voice of the youth for a world without human trafficking. They are based in Switzerland but with global online focus. They believe that education is where the prevention of human trafficking begins. Their web site promotes opportunities for youth to become advocates.

6. OneChild is a Canadian organization empowering a movement of children and youth to take action against the sexual exploitation of children through prevention education, advocacy and mobilization, survivor care, and survivor empowerment.

Many organisations run education programs and provide educational materials ... but how can we tell whether their services are effective? What questions should we ask those providers before we form a collaborative prevention education program with them?

RAGAS does not endorse specific service providers: that choice falls on the local Rotary club in the context of its goals, local context, and the community needs. RAGAS strongly recommend careful vetting of partners prior too engaging with them to ensure they are providing the services and results you seek. We encourage Rotarians to contact RAGAS in order to be connected with a member who has experience with the kind of work your club wants to do. 

At a minimum, the selected provider should be competent in each of the following:

1. Organization

• The organization should be have a clear code of ethics and responsible governance processes. A good description of ethical considerations is in Section VI of the 2024 report by the Human Trafficking Research Initiative (HTRI).

• Track record of delivering quality services

• Course material developed by qualified educationalists

2. Trauma and research informed

•  The organization and its programs should be survivor-informed, that is, oriented around the wisdom of people who have experienced HT/MS

•  Age and developmentally appropriate

•  Researched-based

•  Trauma-informed and trauma-responsive instruction

•  Data component/outcomes both quantitative and qualitative

3. Curriculum Structure

•  Online or in-classroom instruction

•  High-quality video and online accessibility is a plus

•  Aligned with country or local educational standards (comprehensive health)

•  Student-centered and collaborative

•  Problem-based approach

•  Experiential learning instruction

•  Flexible “tailored approach” addressing specific needs of students in different risk groups

•  Gender inclusive

•  Cultural and linguistically sensitive

•  Multiple languages

•  Strong implementation/delivery method

•  Protocol components

•  Length of session

4. Content-rich topics

The curriculum must address the diverse forms of HT/MS, including both sex trafficking and labor trafficking, and will typically include these topics:

• Indicators/red flags

• Risk and protective factors relationship, community, and societal level

• Child abuse, including sexual, mental and physical

• Techniques for students and teachers to recognize and respond to child abuse

• Grooming tactics of human traffickers in multiple situational contexts

• Upstander vs Bystander

• Consent

• Protecting yourself from online exploitation 

• Physical, emotional, mental, substance abuse

• Healthy relationships and boundaries

• Protecting yourself from becoming a trafficker: choosing to be a protector rather than a predator

• Safety plan for seeking assistance

• Reporting obligations

5. Community orientation

• Awareness outreach and education for parents/guardians, business, and community members

•  Peer-to-Peer / service club opportunities (e.g. Interact)

•  Available resources for community (Tip Cards, National Trafficking Hotline, Safety Guides, App)

•  Multidisciplinary response

•  State and national partnerships

•  Protocol development established with local stakeholders (law enforcement, child welfare, NGOS, civic leaders, faith based organizations, and the appropriate office of education)