Sunday 14 February 2021

The Benefits of House Systems in Schools

The house system is a traditional feature of schools in England. When each student joins a school they are allocated to one house. These houses are often named after saints or famous historical people and they are usually identified with their own symbol or colour. 

One of the most famous examples of a school house system can be found in J. K. Rowling's Harry Potter books. The Hogwarts School houses are divided into four famous groups which are easily recognisable by their colours and symbols; Gryffindor (red/lion), Slytherin (green/snake), Ravenclaw (blue/eagle) and Hufflepuff (badger/yellow).

Throughout the school year, students can earn points for their houses. They can achieve this through good behaviour, sports events and special accomplishments.

Because each house includes children from every year group, it fosters a sense of community throughout the school.

Some more benefits associated with house systems in schools include:


A school house system can be used to increase a healthy competitive spirit among students. This can be felt through the cheers on sports day or seen by the teachers in the classroom, as children show increased participation in tasks and responsibilities.


Within each house there are opportunities for hard working pupils to become house captains, class representatives or head of year. These roles not only help with motivation, but they also help to give all school students a voice.


House systems help to make every student an integral part of the school and equally responsible to contribute. This inclusion and encouragement of participation will help students to try a variety of academic, athletic, and extracurricular activities.

Personal skills

Finally, house systems help to bring out hidden talents in students and give them an opportunity to develop their personal skills. They will learn about responsibility, teamwork, leadership skills and cooperation which are all important qualities for children to harness.

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