Hope Education Project: Module 2 Delivery Update
Following the successful launch of our human trafficking education pilot in Ghana with the delivery of Module 1 last week, we continued this week with the delivery of Module 2: “Traffickers, Victims, and Staying Safe” across our three partner schools in Tamale: St Paul’s JHS (Gumbihini), Bagabaga Annex JHS (Sagnarigu), and Darul Haddis JHS (New Gbolo).
This second module builds on the foundational understanding established in Module 1 by exploring how human trafficking actually happens, who the traffickers are, who is most at risk, and how students can protect themselves and each other.
Understanding the Tactics of Traffickers
One of the central themes of this module is the reality that traffickers are often people already known to us – family members, neighbours, or members of the local community. This was an eye-opening concept for many students who had previously imagined traffickers as strangers or criminals from far away.
Through group discussion and storytelling, we explored how traffickers use manipulation, trust-building, and false promises to lure young people into dangerous situations, often under the guise of job offers, educational opportunities, or financial help.
We introduced the concept of “grooming”, using age-appropriate examples. Students were quick to connect this idea to real situations they had heard about or observed in their communities. The students were also able to connect the concept of grooming to the strategies used by boys to form sexual relationships with girls and the way girls can exploit this for transactional sex, a very common practice as the students move up the year groups.
Who is Vulnerable to Trafficking?
Through storytelling and Q&A’s we invited students to reflect on what makes someone vulnerable to trafficking. The discussions that followed were rich and at times personal, as we guided the students to identify factors such as:
- Poverty
- Lack of parental support
- Peer pressure
- Desire for a better life
- Limited education
These stories created space for students to speak honestly about the pressures they and their peers face, particularly around social media use, romantic relationships, and economic survival. One student shared her personal experience of an older man in her area buying her gifts to try and lure her into having a sexual relationship with him.
Introducing the Concept of Three Trusted Adults
A major focus of Module 2 of our human trafficking education program for Ghana was introducing students to the idea of Three Trusted Adults, people in their lives they can turn to for guidance, support, or to share concerns when something doesn’t feel right.
Students were invited to identify three people they trust and what the qualities of those three trusted adults might be, such as trust, reliability, honesty etc. Many students initially listed parents or older siblings but after some discussion, most were able to identify at least two more. Many of the students chose a teacher, Iman or Pastor. This exercise sparked quiet but meaningful conversations around trust, safety, and communication.
Interactive Learning Highlights from Module 2
In preparation for the participatory theatre work of Modules 4 and 5, we continued to use “on-your-feet” learning activities to bring core ideas to life in the classroom. These movement-based exercises helped students not only engage with the content more deeply but also allowed them to practise critical thinking and decision-making in a physical and memorable way.
The Trafficking Web
One of the most powerful activities in Module 2 was called “The Trafficking Web.” In this exercise, one student plays the role of the victim, standing in the centre of a human “web.” Around her, three to four other students link arms, forming a tangled barrier.
Each of the surrounding students represents a different person involved in the trafficking process – for example, a recruiter, a transporter, a deceptive employer, or even someone pretending to be a friend or romantic partner. The key message is that trafficking is rarely the work of just one person. It is often a chain of individuals, each playing a role that leads the victim deeper into exploitation.
The “web” becomes a metaphor for how complex, confusing, and hard to escape the trafficking process can be and how important it is to recognise the warning signs early. This was powerfully demonstrated when the “victim” was asked to break through the hands of the “traffickers” linking arms around her.
The Traffic Light Game
Another energising exercise we used in Module 2 was the Traffic Light Game, a movement-based quiz designed to help students internalise key lessons about human trafficking.
Facilitators read out a series of true-or-false statements, and students responded by physically moving to a part of the classroom based on their answer:
- Green — if they believed the statement was true
- Red — if they believed it was false
- Amber — if they were unsure or needed more information
This red–amber–green format reflected the idea of decision-making and personal safety:
- Green meant “I understand, this is safe”
- Red meant “This is dangerous, I need to stop”
- Amber meant “I’m not sure, I need to ask or think more”
Some of the statements included:
- “Only strangers can be traffickers.”
- “A family member can be a trafficker.”
- “Traffickers always look dangerous.”
- “You should always tell a trusted adult where you’re going.”
The game sparked curiosity and meaningful debate, especially when students realised that many of the things they had assumed were false were, in fact, true. It created an interactive and reflective atmosphere where everyone was learning through movement, discussion, and fun.
Language, Delivery & Inclusion
The sessions were again delivered by Programs Manager Mariama Adam and facilitator Shaban Alhassan, with language tailored to the needs of each school. The use of Dagbani continued to be vital in Darul Haddis, where English comprehension remains limited for many students. At St Paul’s, we noted that students were increasingly confident in discussing the material in English, even volunteering for English-language role-play.
The session closed with the students enthusiastically reciting the HEP slogan, “Be Smart! Be Strong! Say no when things feel wrong!”
What’s Next?
With Modules 1 and 2 complete, students are now equipped with a clearer understanding of their rights, the tactics of traffickers, and their own power to say no, ask questions, and talk to trusted adults.
Next week, we move into Module 3: “Online Safety, Online Trafficking, and Reporting.” This module will focus on how traffickers use smartphones and social media platforms to groom victims and how students can protect themselves in digital spaces. Importantly we will be discussing how to report trafficking in Tamale and within their own communities.
Closing Reflections
We continue to be inspired by the student’s engagement in the sessions. They have been able to voice their own personal experience or observations of trafficking risks and the techniques used by traffickers at play in their own communities.
We are especially grateful to the Head Teachers, Teacher Patrons and the Ghana Education Service who continue to support the delivery of this human trafficking education for Ghana and create time and space within busy school schedules for these life-saving conversations.
