Sex Trafficking Prevention for Youth with Intellectual and Developmental Disabilities: Service Provider Perspectives

Given the paucity of research on sex trafficking prevention education for youth with intellectual and developmental disabilities (IDD), this qualitative study aimed to determine service providers' (<i>N</i> = 22) perspectives regarding (a) topics and delivery methods to include in this programming, (b) factors that promote accessibility, and (c) challenges and recommendations associated with implementation. Individual interviews and focus groups were conducted using Zoom. For programming acceptability, participants identified challenges (e.g., misconception that individuals with IDD are asexual) and recommendations (e.g., teaching developmentally appropriate concepts in early childhood). For content and delivery, topics included consent, safety, and context/social rules. Tactical activities for self-care and sensory processing, and non-infantilizing, realistic visuals were recommended to improve accessibility. For systems involvement in disclosures and referrals, participants noted challenges (i.e., confusion about agency responsibility and information sharing) and recommendations (i.e., ensuring a clear and predictable disclosure process for youth). Findings can contribute to policy development, particularly in service provider training for responding to disclosures and clarifying funding allocation for school and community sex trafficking prevention.