Vallejo City Unified School Dist. v. Superior Court CA1/4

CourtCalifornia Court of Appeal
DecidedDecember 30, 2025
DocketA173303
StatusUnpublished

This text of Vallejo City Unified School Dist. v. Superior Court CA1/4 (Vallejo City Unified School Dist. v. Superior Court CA1/4) is published on Counsel Stack Legal Research, covering California Court of Appeal primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook
Vallejo City Unified School Dist. v. Superior Court CA1/4, (Cal. Ct. App. 2025).

Opinion

Filed 12/30/25 Vallejo City Unified School Dist. v. Superior Court CA1/4 NOT TO BE PUBLISHED IN OFFICIAL REPORTS California Rules of Court, rule 8.1115(a), prohibits courts and parties from citing or relying on opinions not certified for publication or ordered published, except as specified by rule 8.1115(b). This opinion has not been certified for publication or ordered published for purposes of rule 8.1115.

IN THE COURT OF APPEAL OF THE STATE OF CALIFORNIA

FIRST APPELLATE DISTRICT

DIVISION FOUR

VALLEJO CITY UNIFIED SCHOOL DISTRICT, A173303 Petitioner, v. (Solano County THE SUPERIOR COURT OF THE Super. Ct. No. CU2302784) COUNTY OF SOLANO, Respondent; VIONALYN CAGUIN et al., Real Parties in Interest.

Real parties in interest, Vionalyn Caguin (mother) and Renato Caguin (father) (together, the Caguins), suffered the incalculable loss of their 11- year-old daughter, Maria “Therese” Caguin (Therese), who committed suicide while at her father’s home during her school’s winter break. The Caguins sued Petitioner Vallejo City Unified School District (District), alleging the District was liable for Therese’s suicide because it negligently hired and trained its staff and failed to fulfill its duty to supervise students. To wit, the Caguins alleged the District failed to protect Therese from bullying at school, unreasonably responded to her expressions of suicidal ideation, and failed to properly inform them of the same. The Caguins also brought a survival claim for Therese’s pre-death suffering caused by the District’s purported negligent performance of its duty to supervise students. The District moved for summary judgement or, in the alternative, summary adjudication, arguing that it was immune from liability for each of the Caguins’ causes of action under Education Code section 44808.1 The trial court denied the motion. It found triable issues of material fact as to whether the District exercised reasonable care and whether Therese suffered injury on campus due to the District’s negligence. Given those findings, the court held that our Supreme Court’s decision in Hoyem v. Manhattan Beach City School District (1978) 22 Cal.3d 508 (Hoyem) controlled and section 44808 was inapplicable. The District filed for writ relief, requesting this court to direct the trial court to vacate its order denying summary judgment and issue a new order granting the District’s motion. The District argued that the trial court’s interpretation of immunity under section 44808 and of Hoyem is driven by a “ ‘linguistic ambiguity’ ” in the statute, which the weight of authority has recognized is not viable. After preliminary briefing, we issued an order to show cause why the petition should not be granted. We conclude the District is statutorily immune from liability for harm to the Caguins caused by Therese’s off-campus suicide which occurred when she was not and should not have been under the immediate and direct supervision of the District’s employees. Therefore, the trial court erred by not granting summary adjudication on the three causes of action premised on such harm. This conclusion does not extend to the survival claim, which is premised on alleged on-campus harm to Therese that occurred when Therese

1 All further undesignated statutory references are to the Education

Code.

2 was under the supervision of the District’s employees. Accordingly, we grant the petition in part and deny it in part. I. FACTUAL AND PROCEDURAL BACKGROUND Therese started the sixth grade in the fall of 2022 at a school operated by the District. Early in the semester, Therese got into a verbal altercation with another student, resulting in a “restorative justice reconciliation meeting” in which “[a]pologies were accepted.” Two weeks later, however, another student physically assaulted Therese on campus. School staff contacted Therese’s mother — though her mother later testified that she recalled being informed it was a “verbal fight” — and sent Therese home; the other student was suspended. The night of the physical altercation, Therese emailed her teacher, Rudolph Taylor, asking to talk about the bullying by her “ex best friend” and others. She said she was “scared” and sad and had “wanted to kill [herself] ever since elementary [school].” Taylor responded the next day, telling Therese that he was on her side and inviting her to talk to him the following school day. He further told her that “[s]uicide is not something I take lightly” and encouraged her to talk to her “parents or someone close” about her struggles. Taylor then forwarded the email exchange to the school’s principal and vice principals, seeking advice. The principal added the school’s mental health support provider, William Dickens, to the email chain so that Dickens would assess Therese’s mental health the next school day. The next school day, one of the vice principals emailed the group to relay that he had spoken to Therese’s mother on the phone and that Therese was staying at home that day. The vice principal further stated: “I explained to Mom that [Therese] wrote in her email that she wanted to die. I asked

3 Mom was she aware that [Therese] has suicidal thoughts; and, Mom told me that she is aware that [Therese] is often sad, and she’s very quiet. Mom stated that she thinks [Therese] is feeling better this morning and she should be able to return to school [tomorrow].” Dickens replied to the group: “We should also tell her mom that if [Therese] is often sad and is having these feelings it might be in her best interest to take her and be seen. She might need a medical professional to check in with her as well. Being that she said she is having feelings of suicide I would feel better with her going to see someone instead of waiting until she comes back to school being that she has anxiety about returning to school.” When Therese returned to school, Dickens met with her and performed a mental health assessment. Based on the assessment, Dickens did not perceive Therese to be a high risk for suicide. Roughly two months later, Therese emailed Taylor again, stating that she “want[ed] to cry right now.” Taylor asked her what was wrong and how he could help. Therese said she was “having a really bad day so far,” to which Taylor replied he would like to help but needed more information. She did not respond via email, but Taylor testified that they spoke in person and that he referred her to Dickens. Ten days later, Therese sent Taylor another email. She said that her “only friend dropped [her]” and that she wanted to leave school early. She expounded that school made her “feel unsafe” and was “one of the reasons [she] started cutting,” expounding that her “parents already found [her] scars.” She expressed a desire to be enrolled in a different school, adding, “I don’t think I could even make it until it[’]s [F]riday.” She further stated that her mother was enrolling her in therapy, but she did not think it would help.

4 Taylor again sent Therese to Dickens upon receipt of the email.2 About a week later, Taylor checked in on Therese via email. He asked how she was feeling “emotionally, mentally and physically.” Therese responded two days later that she was “fine.” Dickens testified that he checked in with Therese in-person later that month, not long before the school’s winter break. He asked how she was feeling and whether she wanted to talk about the situation with her former friend. According to Dickens, Therese said she was not ready at that point, but she would be in the future. Taylor also testified that he also checked in with Therese via email “right before or during the winter break.”3 He said that she did not respond. Taylor “thought the lack of response meant she was doing better.” During the winter break from school, Therese divided her time between her mother and father, who were divorced. She spent December 29, 2022 through January 2, 2023 with her father.

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