School cyber safety policies can name relevant rules and services while leaving learners and staff uncertain about how a response proceeds. This conceptual article argues that policy usability depends on continuity of responsibility across essential tasks, especially when work passes between roles. It defines usability as the extent to which intended users can locate, understand and carry through a legitimate response under actual institutional conditions. A purposive synthesis of policy enactment, accountability and child participation scholarship develops the argument; an unpublished Ghanaian doctoral summary provides contextual illustration. The framework distinguishes task acceptance from a complete handover, which also requires coordination and an appropriate explanation to the learner. Six audit domains and five documentary codes support task-level review without treating document completeness as evidence of effective practice. A worked example and process figure connect the framework to observable decisions. Three conditional propositions address handover ownership, institutional capacity and practical access, with separate evidence requirements for written specification, demonstrated usability, implementation and learner outcomes. The contribution is a response-pathway approach that makes discontinuities between otherwise clear provisions open to investigation. Its international relevance lies in comparing procedural functions while allowing authority, resources and organisational arrangements to vary. The framework remains unvalidated; prospective studies must test its explanatory value and assess fairness, privacy and harm independently of administrative speed.