Young people, particularly those affected by sexual violence, are rarely asked about their views on sexual violence prevention initiatives. Forty seven children and young people (aged between 11-25) from Albania, Bulgaria and England took part in a series of consultation workshops exploring sexual violence. This article outlines their views and recommendations in relation to the role of young people in prevention work. Young people are clear that they have a role to play when it comes to reaching and informing their peers. They are also aware of the risks of engagement and cognisant of the need for support and training. The consultation findings contribute to the limited evidence base surrounding young people's views on sexual violence prevention. The article illustrates the valuable insights and contributions that children and young people, particularly those affected by the issues, can make to the field. This calls for a shift in how we view and engage children and young people in shaping future sexual violence prevention strategies and projects.

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There is increasing recognition of the value of traumainformed approaches when working with young people affected by sexual violence. Peer support is a key principle of a trauma-informed approach; however, there are limited examples of peer support programmes for this group. This paper draws on interviews with 25 respondents with knowledge and experience of peer support initiatives with young people impacted by sexual violence.The article outlines their perspectives on how peer support initiatives -that may be viewed as more 'risky' than traditional casework -can be kept 'safe'. Six strategies are identified together with implications for practice.

Between 2015 and 2018, the RISE Learning Network facilitated learning on approaches, practices, methods, and tools that promote recovery and reintegration of children affected by sexual exploitation. Spanning three regions (Sub-Saharan Africa, South Central Asia, and Latin America and the Caribbean), the RISE Learning Network implemented two learning projects. The first project focused on monitoring (M&E Learning Project) and aimed to generate understanding of approaches and tools that could effectively monitor children and families' reintegration outcomes. The specific purpose of RISE is to promote learning on reintegration of children affected by sexual exploitation; however, the remit of this Learning Project was to generate evidence on the reintegration of children who have been separated from their families for a range of reasons. This is to ensure that learning from different, but often related, areas of work can be included and compared to strengthen understanding of what successful reintegration of children could look like. The mid-and end-term reviews of the M&E Learning Project have captured lessons learned on how practitioners can approach monitoring of reintegration to mainstream it into their programme cycle. Key lessons learned include the importance of focusing on monitoring outcomes through participatory tools and the benefit of flexible, peer-to-peer learning approaches between practitioners using a variety of monitoring tools. This learning contributes to the nascent evidence base on what effective and efficient capturing of reintegration outcomes on children can look like, in addition to strengthening understanding of what successful reintegration for children and families means. The learnings can inform programming; monitoring, evaluation and learning frameworks; and other interventions around reintegration to ensure the holistic wellbeing of children and families.

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