Classroom teachers will tell you that kids who can understand and manage their emotions are better able to learn, collaborate with others, and stick with challenging projects. Students thrive when they feel connected to peers, teachers, and the learning environments around them. That sense of belonging helps them to succeed academically, build resilience, and develop emotional skills that will serve them throughout their lives and careers.
But here’s the challenge: There isn’t one clear roadmap for school districts to follow as they look to support the well-being of the young learners who come to their buildings each day. And every child has different temperaments and needs.
That’s why Future-Driven Schools, an alliance of Western Pennsylvania school districts, is – with support from The Grable Foundation – working to find new ways to support learners’ well-being.
At Duquesne City School District, building close relationships with students has led to a 74% decrease in student discipline referrals.
Duquesne City has adopted a version of the Ron Clark Academy House System, which is designed to create a positive climate and help kids build character and relationships — and ideally, lifelong well-being. The district superintendent, Sue Mariani, and her team visited the Ron Clark Academy in Atlanta and loved what they saw. They opted to create their own versions of the primary houses — ones that represent givers, friendship, courage, and dreamers — to help the middle schoolers draw together and feel part of something.
“A 74% reduction in disciplinary referrals signals more than improved behavior—it reflects a systemic culture shift. When classrooms are no longer defined by behavioral disruptions, instructional time increases and teachers can focus on deeper, more rigorous instruction. Students begin to feel safe—emotionally and physically—which is foundational for cognitive engagement and risk-taking in learning,” said Dr. Mariani.
Each day, the message is reinforced: You’re a part of something bigger. Kids are welcomed and needed as part of their house. The houses compete doing good things and the kids are excited about doing good on behalf of their houses. Along with those memories, the middle schoolers at Duquesne City are also developing emotional skills: As they build pride in their houses and themselves, they are navigating conflicts with peers more smoothly, finding the resilience and the grit to work hard, and they are spreading kindness in new ways.
“Our House System intentionally creates a proactive rather than reactive approach to student behavior. For instance, in our middle school, students earn points for demonstrating core values such as respect, responsibility, and kindness. A 7th-grade student who previously received frequent referrals for classroom disruptions started to thrive in his House when the teacher recognized his leadership potential. He started to learn how to temper his outbursts and then took pride when he earned his House points,” said Dr. Mariani.
In another example, Dr. Mariani noted that a group of students who often struggled with peer conflict found that the monthly House Challenges and the daily House Meetings, where issues were discussed constructively among peers and staff, created a space for honest reflection and accountability. This early intervention model curbed conflict before it escalated, thus reducing the number of formal referrals.
Unlike traditional school structures, the House System prioritizes connection and belonging. Students are assigned to a House for two years, if they are a 7th grader, and paired with a consistent group of peers and staff mentors, creating a surrogate “school family.” This long-term affiliation fosters loyalty and trust.
“Our students—especially those who may not experience stability or affirmation outside of school—begin to see their value in relation to the whole. When students are celebrated for effort, kindness, and perseverance in House Challenges or earn points for positive behavior, it reinforced that they are seen, appreciated, and needed. This family dynamic fills emotional gaps that traditional disciplinary systems often ignore.”
Dr. Mariani believes the House System is particularly powerful for middle school students, who are developmentally navigating complex social identities, benefit from the emotional scaffolding provided by the House System. For example, two students involved in a hallway altercation were asked to resolve the issue during a House Meeting, with the guidance of a staff mentor. The structure of these peer-led restorative conversations allowed both students to express how they felt, reflect on the impact of their actions, and reach a mutual resolution—something that would have previously resulted in a suspension or office referral.
In another case, a student struggling with exclusion from a peer group used the House system’s point-based recognition to build confidence and new friendships within her House. The emphasis on community over cliques shifted how she responded to social setbacks, promoting resilience and emotional growth.
Additionally, Houses foster leadership skills, collaboration, and a sense of personal accountability. Students are more willing to participate, take initiative in group work, and contribute to the school community. Peer-to-peer mentoring flourishes, and social-emotional skills such as empathy, active listening, and conflict resolution are embedded in everyday interactions.
Ultimately, this culture shift created conditions where students not only comply with expectations but aspire to contribute positively. This sets the stage for increased academic achievement, stronger peer relationships, and greater preparedness for high school and beyond.
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