The Power of Tribes: Building Community, Connection, and Leadership
Nanci Caplan is the Associate Head of School at Solomon Schechter Day School of Metropolitan Chicago and is a doctoral student at the William Davidson School of Jewish Education at JTS.
A Jewish day school is more than just a place for academic learning—it is a kehillah, a sacred community where students and faculty form deep, lasting, and meaningful connections. At Solomon Schechter Day School of Metropolitan Chicago, we believe in the transformative power of community.
One of the most impactful ways we foster this sense of belonging is through our Tribes program, a multi-grade initiative designed to build relationships, strengthen school unity, and create opportunities for student leadership. Over time, we have seen the long-term impact of this program, with students and staff members describing Tribes as one of their most valued experiences here.
We recognize that some of the most profound learning and joy happen when students step outside of their typical classroom settings to connect with other students in their school community in new ways. It is in these moments—laughing together, mentoring one another, and sharing new experiences—that the magic of Tribes comes to life.
What are Tribes?
The Tribes program is a unique, school-wide initiative that groups students and staff into small, multi-grade communities. Each Tribe, named after one of the Twelve Tribes of Israel, includes 15-18 students across multiple grades, along with 2-4 faculty, staff, or administrators. The beauty of this structure is that students and staff remain in the same Tribe throughout their Schechter years—creating a deep sense of familiarity, continuity, and belonging.
With 24 Tribes (each with two sections, such as Dan Aleph and Dan Bet), every student finds their place, feels valued, and connects with their peers and faculty beyond their immediate classroom setting.
What Tribes do
In Tribes, students come together for meaningful, hands-on experiences that foster connection and learning. Each gathering is guided by a thoughtfully designed lesson plan that outlines the event’s purpose and activities. For Tu BiShevat, for example, eighth graders took on leadership roles, guiding younger students in painting cups to plant herbs to take home. Additional activities, including collaborative puzzles and art projects, reinforced themes of environmental stewardship.
Tribes sessions are dynamic and varied—sometimes they involve friendly competition, like our Minute-to-Win-It challenge, while other times they focus on storytelling and reflection, such as sharing favorite family traditions and foods during Thanksgiving. Students may engage in service projects, attend concerts, or participate in interactive discussions, ensuring that each experience is both enriching and memorable.
Much like a typical school day, a Tribe gathering begins with a morning meeting that sets the tone for the experience ahead. Students engage in a shared ritual—answering a thought-provoking question, sharing something personal, or reflecting on a theme—to center the group and build a sense of unity. This intentional start fosters a family-like atmosphere, ensuring that every member feels seen, heard, and ready to engage in the day’s activities together.
Why Tribes Matter
The Tribes program is more than just an extracurricular activity—it is woven into the fabric of our school day and school culture, reinforcing core values and fostering relationships. It serves several key purposes:
- Creating a sense of belonging: Every student feels valued and recognized. Through shared experiences with their Tribe, students develop a deep connection to their community.
- Building relationships across grades: Younger students gain mentors and role models, while older students develop leadership skills by guiding and supporting their younger peers.
- Strengthening bonds between adults: Tribes provide an opportunity for the adults within the school to connect in new and different ways. Because the Tribe you belong to is yours throughout your years in the school, faculty, staff, and administrators with very different jobs have the chance to connect and spend years together supporting each other and their students in ways that would not typically happen.
- Strengthening faculty-student bonds: Teachers and staff engage with students outside of the classroom, building trust and fostering mentorship and connection in a non-academic setting.
- Promoting the idea of “one school”: Tribes reinforce the idea that we are a unified kehillah (community), rather than a collection of separate classrooms.
- Encouraging leadership development: Seventh and eighth graders play a vital role in their Tribes, honing leadership skills as they mentor younger students, facilitate activities, and foster a sense of community—preparing them to lead with confidence both in and beyond Schechter.
The Lasting Impact of Tribes
The mentorship and bonds formed in Tribes extend beyond the walls of the school. Younger students light up when they see their older Tribe friends in the hallways, at synagogue, or even out in the community. A simple greeting from an older Tribe member makes them feel excited for their next Tribe event.
The leadership skills developed through the Tribes program serve students well beyond their Schechter years. Many students cite their experiences as Tribe members as memorable and formative moments in their school life. We believe that the leadership opportunities our eighth graders have prepared them for leadership roles in high school, college, and beyond. Whether they are assuming leadership positions in high school and college or actively engaging in their communities, the foundation of communal responsibility and leadership instilled in Tribes will endure.
Ensuring Benefits for All Students
The Tribes program is intentionally designed to benefit students at every stage of their journey in the school. Younger students gain a sense of security and confidence from their interactions with older peers, while older students develop responsibility and leadership skills. This symbiotic relationship ensures that all students, regardless of age, find value in their Tribe experience.
For example, a special moment each year occurs when new students, faculty, and staff are welcomed into the Schechter community under a large tallit. The entire school gathers to sing the Shehehiyanu prayer, a beautiful tradition that marks the beginning of new connections and reinforces the power of community. Eighth graders take on the responsibility of guiding the younger students—not just ensuring their physical safety but also helping them feel comfortable and included in Tribe activities. This mentorship continues throughout the years, creating a deep sense of continuity and community.
Implementation and Evolution of the Tribes Program
The Tribes program has continued to evolve based on feedback from students and faculty. Some of the enhancements over the years include:
- Refining the timing of tribe sessions: We have worked to think about the time of day, day of week, and time of year that Tribes events are scheduled, being mindful of the ebb and flow of the Jewish calendar and the school calendar.
- Improved leadership roles: Plans now include specific ways for eighth graders to take on leadership roles. For example, seventh and eighth graders pick up kindergarten and first graders to take them to their Tribe session. Older and younger Tribe students are matched as buddies, and eighth graders take on leadership roles in the activities.
- Enhanced inclusivity: New Tribes members are matched with a buddy so that each person has someone in their grade whom they know. Name labels are provided for all Tribe members to help foster familiarity and inclusion for the first Tribes events of the year. There are often icebreaker games at the beginning of the year to ensure that building community is intentional.
- Holiday integration: Jewish holiday programming has been incorporated into Tribe activities, deepening students’ connection to Jewish traditions.
- Teacher leadership: Being the Tribes Coordinator is a teacher leadership position at our school. Teachers receive a stipend if they choose to lead this program and create the curriculum.
Tribe Activities Extend Throughout the School Year
While holiday celebrations like Hanukkah and Passover are important components of the program, the Tribes experience extends far beyond these celebrations. Throughout the year, Tribes participate in community-building activities such as:
- Welcome events: New students and faculty are welcomed into their Tribes with special rituals.
- Annual eighth-grade send-off: Tribes come together to honor and celebrate their graduating members.
- School spirit activities: Events like “Minute-to-Win-It” games foster joy and camaraderie.
These activities ensure that the Tribes experience remains an ongoing and meaningful aspect of school life rather than a series of isolated events.
How Tribes Differ from Traditional “House Systems”
While some might compare our Tribes program to the “house system” seen in British schools, key distinctions set our model apart. Unlike traditional houses, which often emphasize competition, the focus of Tribes is entirely on building community and shared experiences.
Additionally, the Tribes program is deeply rooted in Jewish values and traditions. Through holiday celebrations, prayers, and rituals, students experience a spiritual and cultural connection that extends beyond simple community-building. Furthermore, our model involves a diverse group of faculty, staff, and administrators, ensuring that students have multiple touchpoints for guidance and support throughout their years at Schechter.
Conclusion
The Tribes program is more than just an initiative—it is a cornerstone of our school culture. It creates a sense of belonging, fosters relationships that span across grade levels, and provides students with opportunities for leadership and personal growth.
Most importantly, it instills in our students the lifelong understanding that they are part of something greater than themselves. As they move beyond our school, they carry the values and connections they developed in their Tribes, strengthening not just our Schechter kehillah, but the broader Jewish community as well.
The Tribes program reinforces that we are more than just a school—we are a family, a kehillah kedoshah (a sacred community). Rooted in Jewish values of connection, responsibility, and belonging, Tribes continues to unite, strengthen, and celebrate our community, one relationship at a time.
Nanci Caplan is the Associate Head of School at Solomon Schechter Day School of Metropolitan Chicago and is a doctoral student at the William Davidson School of Jewish Education at JTS.
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