Many schools in our Building a Positive School Climate (BPSC) cohort are embarking on a transformative journey – implementing a House System to encourage academic achievement, teamwork, and belonging.
A House System is a structure that “sorts” students into “houses” themed around specific characteristics that are important to the school. Students then work as a team to earn points for their house through fun competitions, displaying positive behavior, increasing academic performance and attendance, or engaging in community service projects.
Teachers and administrators have shared that their students are excited about the House Systems and enjoy participating in the activities and competitions. As one participant wrote:
Our [BPSC] cohort is the driving force of my enthusiasm and motivation to give all of my best to my students. The group from my district meets regularly and have formed a close circle of encouragement. I feel so much support from my district and the cohort that It revives my love of teaching. It reminds me of the purpose of the profession, at least for me… to love, teach, and serve the children of our communities to help them to have skills for success and grow up knowing how vital their role is in our world. I honestly cannot express how appreciative I am for this experience.
What is a House System?
Inspired by a recent visit to the Ron Clark Academy in Atlanta where the House System is deeply ingrained into the fabric of the school, cohort members have sought out strategies for implementing a similar system in their buildings as a way to:
- Bridge the gap between grade levels and transitions from elementary to middle or middle to high schools.
- Promote a sense of belonging, academic achievement, safety, and family engagement
- Enable more effective implementation of social emotional learning (often complementing schools’ existing PBIS systems).
The implementation process has been supported by participation in the BPSC cohort of schools committed to sharing best practices and learning from one another. Through site visits to PPS Mifflin and Shaler Area’s Scott Primary School, cohort members have seen successful local House Systems in action, gaining practical insights into how to adapt and implement these ideas in their own schools. Additionally, workshops have provided guidance on the logistics of setting up and maintaining a House System, ensuring schools are equipped for sustainable success.
Houses are often represented by their own unique color, crest, and character traits; each school has at least four unique houses. Some schools have created their own Houses to represent their school/district colors and priorities, while others are using the colors and House descriptions from the Ron Clark Academy. No matter their approach, schools have planned exciting kickoff events to launch their House System by sorting students, staff, teachers, and parents into houses. Some schools have even sorted board members, and local government officials and business partners who play a key role in the school, promoting belonging within the broader community.
Looking Ahead
Through the cohort experience, schools have had the opportunity to learn from each other, discussing ways to balance innovation with belonging and academic rigor. Workshops and peer exchanges have provided a platform to address potential obstacles and share creative solutions, fostering a collaborative spirit that is a true hallmark of the cohort.
As schools continue their work, their shared goals remain clear: to build environments where every student feels valued, every teacher feels supported, and every family feels connected. The cohort experience has played a vital role in this journey, offering schools the chance to learn from one another, refine their strategies, and implement changes with confidence.
These initiatives are more than programs—they’re commitments to creating lasting, positive change.