to have a designated trusted adult (for example, their form tutor or designated safeguarding lead) to talk to about their needs. The choice of any such adult should be the victim’s (as far as is reasonably possible). Schools and colleges should respect and support this choice. 538. Children who have experienced sexual violence display a very wide range of responses to their experience, including in some cases clear signs of trauma, 137 physical and emotional responses, or no overt signs at all. Schools and colleges should remain alert to the possible challenges of detecting those signs and show sensitivity to the needs of the child (e.g. about attendance in lessons) irrespective of how overt the child’s distress is. 539. While schools and colleges should avoid any action that would have the effect of isolating the victim, in particular from supportive peer groups, there may be times when the victim finds it difficult to maintain a full-time timetable and may express a wish to withdraw from lessons and activities. This should be because the victim wants to, not because it makes it easier to manage the situation. If required, schools and colleges should provide a physical space for victims to withdraw to. 540. It may be necessary for schools and colleges to maintain arrangements to protect and support the victim for a long time. Schools and colleges should be prepared for this and should work with local authority children’s social care and other agencies as required. 541. It is therefore important that the designated safeguarding lead (or a deputy) knows how, when, and where to seek support. 542. It is important that the school or college do everything they reasonably can to protect the victim from bullying and harassment as a result of any report they have made. 543. Whi