The Damien House system seeks to provide students with an opportunity to participate and feel a sense of belonging to one of the many diverse groups (social, athletic, musical, etc.). To this end, the Damien student body is divided into eight groups called “houses,” each consisting of approximately 120 students from all grade levels.
Dividing the student body into eight groups is not intended to pit one group versus another, but is done to celebrate inclusion within the house as a sense of pride, to create a launching point for new friendships, and to strengthen the bonds of Spartan brotherhood.
The House system gives students who otherwise might not be interested in or talented enough to participate in competitive athletics, debate, etc., an opportunity to get involved and interact with their fellow Damien Spartans while simultaneously breaking down social barriers teens often create in their academic, athletic, or social lives.
Ultimately, the goal is to create a sense of fun and esprit-de-corps among our students. In doing so, we look to enhance the brotherhood of the Damien community and the involvement of students in campus life. We believe that that improved emotional engagement correlates to an increase in academic achievement, social confidence, and pride in the school community. The diverse activities of the House System focus on community building through social interaction, opportunities for Christian service, and celebrating our school’s Catholic identity.
ASB leadership and faculty, as mentors and house deans, oversee the House system. The participation of the faculty as mentors provides teachers an opportunity to witness the intellectual, moral, and spiritual development of a greater number of students then they would typically see inside of the classroom. Since students remain in the same house throughout their high school career, mentors have a greater opportunity to monitor the members of their house as they grow into early adulthood. It is in such direct contact that a young man's personal growth and interpersonal relationships are enhanced. In these and others ways, the adult members of the educational community guide students as they develop values leading to life decisions that reach beyond "self-interest" and include a concern for the needs of others.