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bullying prevention

Recent tragedy should spur officials to audit school anti-bullying policies

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A Los Angeles Times letter published Oct. 3, 2026, urges school officials to audit anti-bullying policies after a student died following a fall at Benjamin Franklin High School in Highland Park. The student’s family reported that he had been bullied, according to the letter; that report does not establish bullying as a cause of death. The letter calls for policy review, accessible mental-health counseling and accountability from school leadership.

What the letter asks officials to do

In her letter to the Los Angeles Times, Marlene Guerrero urges the local school board and district superintendent to review how schools prevent and respond to bullying. She writes: “I urge the local school board and the district superintendent to immediately audit our schools’ anti-bullying policies.”

Guerrero’s proposed response has three parts: examine whether policies work in practice, ensure students can reach mental-health counselors, and hold leadership accountable for addressing shortcomings. These are the letter writer’s demands, not established findings that the district’s current policies or services are inadequate.

The letter also rejects treating bullying as an inevitable part of growing up: “We must stop viewing bullying as a normal rite of passage or a survival fight to see who is the strongest.”

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What a school anti-bullying policy audit can check

California Department of Education (CDE) sample materials offer a practical framework for reviewing local policies. They are adaptable resources, not proof that a particular district follows them or that each sample provision applies identically in every circumstance. A useful audit tests whether written rules can be understood and used by pupils, families and staff.

Coverage, definitions and reporting

  • Define covered conduct: Check whether the policy explains what bullying it addresses and whether it addresses cyberbullying.
  • Make reporting usable: Confirm that pupils, parents and staff can find clear routes to report incidents, including who receives a complaint and what information is useful.
  • Make the policy accessible: Review whether pupils and families can readily find the policy and complaint procedures, including online. CDE’s 2023–24 education-equity monitoring instrument identifies accessibility and complaint processes as review points; because that instrument is dated, it should not be treated as a complete statement of current legal requirements.

Investigation, intervention and protection

  • Specify a response process: The sample policy addresses prompt investigation and how reports are handled. An audit can check whether responsibilities and next steps are clear.
  • Address what staff should do when they witness bullying: CDE’s sample calls for staff intervention when it is safe to do so. Review whether staff know how to respond without creating additional risk.
  • Protect privacy and guard against retaliation: Check how the policy handles confidentiality and what it says about retaliation against people who report or participate in an investigation.
  • Explain follow-up: Confirm how the school communicates relevant policy information to students and families and how it responds to persistent behavior.

Training, counseling and ongoing review

  • Train the school community: CDE’s prevention guidance identifies training and appropriate responses to observed incidents as elements to consider.
  • Examine counseling access: The guidance includes counseling for students who bully persistently and students who are targets. An audit should examine whether support is reachable, rather than assuming that a policy reference alone means students can obtain it.
  • Review whether the program is working: CDE points to regular effectiveness reviews, surveys and representative prevention committees as possible program elements. A district can use these to identify gaps and decide whether its approach needs revision.

California resources and the off-campus cyberbullying policy requirement

CDE publishes a Sample Policy for Bullying Prevention and a Sample Action Plan that local educational agencies can adapt. Its broader Bullying & Hate-Motivated Behavior Prevention guidance describes prevention, training, responses and program review.

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California AB 772 took effect Jan. 1, 2026. CDE’s Bullying Prevention Training & Resources page says the act added Education Code section 234.41 and requires CDE to develop, post and distribute a model policy by June 30, 2026, for certain reported off-campus cyberbullying. The requirement concerns conduct sufficiently severe or pervasive to have the actual and reasonably expected effect of creating an intimidating or hostile educational environment.

The cited CDE page describes what the law requires; it does not establish whether the model policy has since been published and distributed. The California statutory framework for school safety plans also addresses systematic planning and bullying-prevention training; see Education Code section 32281 and section 32283.5. The relevant amendments took effect Jan. 1, 2025.

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What is known—and what remains unestablished

The letter describes a student’s death after a fall at Benjamin Franklin High School in Highland Park and attributes the prior-bullying report to the student’s family. It does not establish that bullying caused the death, and the cited materials do not provide an official investigative conclusion. The letter’s call for an audit is a policy argument, not an official finding about district performance.

That distinction matters: a careful policy review can address how schools prevent, report and respond to bullying without presuming a cause of death or a conclusion about an individual case that has not been established in the cited sources.

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