Purpose of review:The purpose of this review was to synthesize the empirical literature regarding key risk and protective factors for child maltreatment at each level of the socioecological model and to identify directions for future research and practice. Recent findings:Prior research has largely focused on risk and protective factors at the individual and interpersonal levels of the socioecological model. More recently, research has begun to examine risk and protective factors at the community and societal levels, with results suggesting that programmatic and policy interventions that reduce risk and enhance protection at these levels are promising primary prevention strategies for child maltreatment.Summary: Future research should continue to focus on risk and protective factors at the community and societal levels with the aim of building the evidence base for population-wide prevention strategies. Such strategies have the potential to create contexts in which families and children thrive.

The need to educate youth on sex trafficking in the United States has received considerable attention; however, limited research is available to guide development of educational programming for youth. Perspectives from 32 experts in fields connected to sex trafficking and violence prevention were obtained through focus groups and interviews. Questions focused on goals/purposes of educating youth about sex trafficking, content to include in a school-based sex trafficking curriculum for middle and high school students, methods to deliver such a curriculum, and challenges to implementing a sex trafficking curriculum in schools and associated strategies. Experts recommended content on healthy and unhealthy relationships, general information about sex trafficking, factors related to sex trafficking, and identification of safe people and needed resources. Program delivery recommendations focused on delivery approach, format, facilitation, manualization, and integration throughout the school's curriculum. Lastly, experts noted implementation challenges and associated strategies relating to time and space in school curriculum, parents' discomfort with educating their children about sex trafficking, and buy-in from school administrators. Results build on existing literature by providing greater depth and context on educating youth about sex trafficking. Empowering youth with information and resources regarding sex trafficking is important for promoting just, peaceful, and inclusive societies.

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