possible over decisions regarding how any investigation will be progressed and any support that they will be offered. This will however need to be balanced with the schools or college’s duty and 124 responsibilities to protect other children • the nature of the alleged incident(s), including whether a crime may have been committed and/or whether HSB has been displayed • the ages of the children involved • the developmental stages of the children involved • any power imbalance between the children. For example, is/are the alleged perpetrator(s) significantly older, more mature, confident and well known social standing? Does the victim have a disability or learning difficulty? • if the alleged incident is a one-off or a sustained pattern of abuse (sexual abuse can be accompanied by other forms of abuse and a sustained pattern may not just be of a sexual nature) • that sexual violence and sexual harassment can take place within intimate personal relationships between children • importance of understanding intra familial harms and any necessary support for siblings following incidents • are there ongoing risks to the victim, other children, adult students or school or college staff, and • other related issues and wider context, including any links to child sexual exploitation and child criminal exploitation. 488. As always when concerned about the welfare of a child, all staff should act in the best interests of the child. In all cases, schools and colleges should follow general safeguarding principles as set out throughout this guidance. Immediate consideration should be given as to how best to support and protect the victim and the alleged perpetrator(s) (and any other children involved/impacted). 125 Children sharing a classroom: Initial considerations when the report is