A BILL to amend and reenact § 22.1-276.01 of the Code of Virginia, relating to student bullying; definition; characteristics of victim.
HB53 amends Virginia’s school bullying definitions in § 22.1-276.01. The bill broadens the definition of “bullying” to expressly include aggressive and unwanted behavior that targets a victim based on the victim’s actual or perceived membership in a group protected from discrimination under the Virginia Human Rights Act. It also keeps existing elements of bullying—intent to harm, intimidate, or humiliate; a real or perceived power imbalance; repetition over time or severe emotional trauma—and continues to include cyberbullying while excluding ordinary teasing, horseplay, argument, or peer conflict.
The bill also updates related school-discipline definitions used in the student conduct statutes, including terms such as alternative education program, disruptive behavior, dress or grooming code, exclusion, expulsion, long-term suspension, short-term suspension, and superintendent’s designee. In addition, it clarifies that a superintendent’s designee may be either a trained hearing officer or a qualified professional employee in the superintendent’s administrative offices, which affects how certain student discipline matters are handled.
HB53 would revise the statutory framework governing student bullying and school discipline in Virginia by expanding the legal definition of bullying to more clearly cover bias-based harassment tied to protected characteristics under the Virginia Human Rights Act. That change could affect how school divisions investigate, document, and respond to bullying complaints, especially those involving race, sex, religion, disability, sexual orientation, gender identity, or other protected traits. The bill also reinforces and clarifies definitions used in suspension, expulsion, exclusion, and disciplinary hearing procedures, potentially affecting school board policies and administrative practices statewide.
The available record suggests generally favorable treatment of the bill, with no recorded opposition in the provided materials. The bill was ultimately incorporated into another education measure by voice vote, which typically indicates consensus or at least a lack of visible controversy at that stage. No committee transcript is available here, so the discussion record does not show detailed debate, but the procedural outcome points to a broadly acceptable education-policy adjustment.
The main potential point of contention is the expansion of bullying to include conduct tied to protected-class membership, which may raise concerns among some stakeholders about the scope of school discipline, evidentiary standards, or overlap with ordinary student conflict. Another possible issue is the clarification of who may serve as a superintendent’s designee in disciplinary proceedings, since that can affect due process, staffing, and local control over student discipline. However, no specific objections or opposing arguments are included in the provided record.