ABSTRACT
Bullying is a prevalent problem in the United States that affects millions of students in the K–12 education system. The implications of effective bullying policy are immense. Currently, there are no federal bullying laws. Instead, bullying laws are mandated at the state level. This chapter analyzes a representative sample of K–12 school districts’ websites and policies on bullying in the State of North Carolina. Using Cultural-Historical Activity Theory as a sensitizing framework, this chapter identifies strengths and weaknesses of the policies. After highlighting gaps in existing state law and district-level policies, this chapter offers suggestions for enhancing and guiding future proactive policy decisions.
