RPG Extraordinary Children

Project EC (Extraordinary Children) (a codename for the project, though it may have other names) operates as a clandestine genetic modification program focused on developing super soldiers. The selection of test subjects is strictly limited to the 5-10 age range, a critical period of rapid growth and development, providing scientists with a highly malleable biological structure. Currently, the oldest subjects who have survived within the facility are no older than 19. The process carries extreme risk, with a consistently high mortality rate between the ages of 18 and 20, a figure that medical and research personnel are still trying to reduce through laboratory optimizations. The core of the entire development lies in an experimental serum designed by the scientific team; however, the manifestation of its abilities in each individual is completely unpredictable and random. Given this lack of genetic control, the research team is forced to work reactively, adapting tactical and military training to the particular capabilities that each subject develops spontaneously.

The project is being carried out separately from the government due to the immorality of the idea and the evidence, but with the help of some investors and the support of one or two officials, the project has been kept going.

CONTENTS OF EACH CHILD'S FILE

General information Unique identification number: Alphanumeric code (e.g., INF-047-MEX-26) — real names are not used as primary identification. Assigned name / original name: Whether they retained their name or were assigned a new one within the facility. Age and date of entry.

Place and origin: Shelter, orphanage or town where they were picked up. Official record used for its transfer (official version vs. true version).

Classification and ability Type of skill recorded: Mental or physical, with a brief description of its function. Classification level (1 to 5): Level 1: Very slight effect, difficult to measure, very limited application — not very useful. Level 2: Clear but weak effect, only works under ideal conditions. Level 3: Stable, practical use, meets basic objectives. Level 4: Remarkable power, good control, suitable for advanced testing. Level 5: High potential, strong effects, priority in studies and training.

Development stage: In initial phase, in progress, stable or with complications.

Location and assignments Classroom number: Ex: Classroom 3, Classroom 7. Assigned group: E.g., Group 5, Group 2 — organized by age, level, or skill type. Accommodation sector and room number.

Supplementary records Evaluation history: Test results, dates, and observations from scientists/instructors. Health status: Medical notes, side effects, tolerance to the use of the skill. Record of conduct: Compliance with rules, incidents, reprimands or time in isolation. Observations: Risks detected, unexpected reactions or points to monitor.

STAFF HIERARCHY Order from highest to lowest authority

LEVEL 1: SENIOR MANAGEMENT Project Director Highest authority within the facility. Control budget, objectives, reports and all staff. It has access to all areas and files.

Council / Supervisors A small group of senior officials or trusted scientists. They visit periodically to inspect progress and approve changes.

LEVEL 2: AREA MANAGERS Each one manages a sector; they only answer to the Director.

Head of Research and Science He leads all scientists; he defines protocols for experiments and tests. Authorizes delicate or risky procedures.

Chief Medical and Health Officer Responsible for the safety, physical and mental condition of the subjects and staff. Supervises nursing, operating rooms and constant monitoring. You can stop a procedure if you believe it endangers life.

Head of Security and Operations He commands guards, access points, cameras, and patrols. Ensure that no one enters, leaves, or moves without permission; enforce rules and punishments.

LEVEL 3: SPECIALIZED PERSONNEL They perform the technical work; they report to their area manager.

Lead Scientists Neuroscientists, geneticists, biochemists, specialized psychologists. They design and conduct tests, training, and assessments. They are the ones who know the most about how the skills work and their risks.

Doctors and Surgeons Neurosurgeons, pediatricians, anesthesiologists, neurologists. They perform interventions, check-ups, and treat side effects.

Laboratory Analysts and Technicians They prepare materials and equipment, and record every piece of data and result. They provide support during testing and keep all systems running.

Training and Development Staff Teachers, physical instructors, and monitors. They teach classes, lead exercises and skills training routines. They are the ones who have the closest daily contact with the children.

Guards and Surveillance They control doors, hallways, and restricted areas. They accompany transfers, monitor isolations, and prevent escapes or disturbances. They follow strict orders.

LEVEL 4: SUPPORT STAFF

Nursing and cleaning assistants Cooks and supply managers Maintenance and installations They perform basic tasks; access is limited to permitted areas only. They receive little official information—only what is essential for their work.

KEY RULES

Layered information: The lower the level, the less they know about the true purpose. Many believe it's medical or defense research. Strict separation: Staff must not mingle amicably with subjects; any link is considered a risk and is punished. Chain of command: Orders are only given and received from the immediate superior/inferior level.

Sometimes, level three personnel cannot tolerate what is being done to the subjects; often they back down or refuse to continue. This usually ends with the person disappearing or being sent home, but with them signing a document prohibiting them from discussing or talking about anything that has been done regarding the project. If they do not comply, the consequences will be severe for both the person and their immediate family.

The subjects' abilities are based on mutations in human biology. These abilities are divided into two categories: mutations of neurological origin (mental) and those of anatomical-physiological origin (physical/adaptive). These vary enormously and are random in each test subject.

Block 1: Mental (Neurological) Skills These abilities arise from hyperconnectivity in the brain, a massive frontal lobe, or alterations in brain waves.

Examples of skills in this block:

Telekinesis The subject's brain emits high-density shock waves or invisible force fields that can push, pull, or lift objects. Physical Wear and Tear: Causes migraines, micro-strokes (bleeding from the nose or eyes) and seizures if the weight limit is exceeded.

Gravitational Fluctuation The subject can alter how gravity interacts with his own body or with an object (making things weigh three times as much or remain suspended in the air). Physical Wear and Tear: Severe vertigo, spatial disorientation, loss of balance (inner ear damage) and intense nausea after use.

Telepathic Intrusion (Mind Reading) The subject can tune into and interpret the electromagnetic signals of other people's brains, "listening" to their superficial thoughts or immediate memories. Physical Exhaustion: The subject's brain cannot turn off the "noise." This causes chronic insomnia, psychotic episodes, dissociative identity disorder (difficulty distinguishing between their own thoughts), and fainting spells.

Synaptic Suggestion (Mind Control) Through eye contact or voice (specific auditory frequencies), the subject can control another person's nervous system, forcing them to perform a simple action or paralyzing their muscles. Physical Exhaustion: Extreme mental exhaustion. The subject may become extremely exhausted if they attempt to control someone with a very high willpower or several people at once.

Block 2: Physical (Anatomical) Skills These abilities are the result of manipulating muscle tissue, bone density, glands, and cell regeneration.

Examples of skills in this block:

Super Strength The subject's muscles contract with the force of a hydraulic press and his bones adopt a density of titanium. Physical Wear and Tear: Although their bones are dense, the connective tissue (tendons and ligaments) undergoes brutal wear and tear. They risk tearing their own muscles from the bone if they use 100% of their capacity. They require diets of 10,000 calories a day.

Dermal Adhesion The palms of their hands and feet develop microscopic hairs (similar to those of geckos) and their joints are completely elastic, allowing them to climb vertical surfaces and contort themselves in impossible spaces. Physical Wear and Tear: Their joints dislocate easily and the skin on their hands is extremely sensitive to pain.

Underwater resporation (Gill development) Modified fissures on the sides of the neck that connect to a secondary pulmonary system, allowing oxygen to be filtered directly from the water. Physical Stress: Out of the water, the subject needs to keep these membranes moist with special solutions to prevent necrosis. The change in environment (entering and exiting the water) drastically alters their blood pressure, causing cardiac arrhythmias.

Fire resistance A mutation in the epidermis produces an ultra-dense keratin and a specialized fat layer that insulates against extreme heat or acids. The individual can withstand severe burns. Physical Exhaustion: This skin type lacks efficient sweat glands. If the subject runs or exerts themselves too much, their body cannot cool itself, suffering internal "heatstroke" that can damage their organs if not artificially cooled in the infirmary.

Consequences and Limits Every skill comes at a price: fatigue, pain, confusion, weakness, or emotional disturbances; the harder the effort when using the skill, the more serious the consequence. Under extreme stress, the ability may activate on its own or stop working; good control over it is needed to avoid making mistakes. The consequences of overexerting oneself from using a skill mostly result in injuries or internal damage, but the possibility of death is never zero.

Extras The abilities developed by each subject are random. Any attempt to force a certain effect or ability in a test subject will inevitably result in death, illness, or permanent damage. Therefore, the ability is usually allowed to develop naturally as the subject undergoes treatment. Due to the stress and effort involved in developing these skills, individuals typically only develop one. Attempting to develop a second skill can lead to loss of control, nervous breakdown, or organ failure. While it is possible to develop more than one skill, it is extremely difficult.

TRAINING ZONE – Higher Level

Learning Area Classrooms separated by age: reading, mathematics, logic, basic history and also specific instruction related to the skills they want to develop. It has simple materials, whiteboards, and cognitive assessment equipment. Desks bolted to the floor, cameras in each corner, and an interactive screen instead of windows.

Bedrooms / Rooms From shared rooms to individual cells depending on stage or behavior. No personal belongings, basic furniture: bed, small table, chair. The doors do not have an interior latch and are magnetically sealed at 9:00 PM.

Dining Room / Cafeteria Spacious but strict environment: fixed schedules, controlled menu (adapted for health/effect monitoring). A place for interactions, rumors, and tensions between individuals.

Physical Activity and Training Spaces Basic gym and enclosed patio: for endurance, coordination and physical preparation before tests.

General Nursing Treatment of minor ailments, daily check-ups, sample collection and routine monitoring. Direct connection to deeper areas if complications arise.

TEST AND CONTROL ZONE – Intermediate Level Restricted access; authorized personnel only.

Main Laboratories Area of ​​analysis: preparation of compounds and sample studies. Neurological laboratory: equipment for brain measurement, sensory testing and assessment of abilities. Minor procedure rooms: not full operating rooms, for controlled applications or tests.

Assessment and Testing Rooms Closed spaces with full monitoring: here they measure whether skills appear or improve. Stretchers with restraint straps (in case a subject goes into crisis), cabinets with drugs and vital signs monitors connected to the laboratory's central network.

Observation Room / Training Area A cross between a military gymnasium and a crash test chamber. Reinforced walls to withstand impacts, laser motion sensors on the ceiling, and one-way vision glass where scientists take notes.

RESTRICTED AREA – Lower Level / Basement Access only to senior staff.

Operating Rooms and Advanced Laboratories Complete equipment for complex interventions and procedures. Separated by degree of risk or type of experiment.

Isolation Rooms Cells with padded or bare concrete walls, completely soundproofed. They have artificial lights that scientists control to alter sleep cycles (sensory deprivation) and a loudspeaker through which behaviorists speak to them. Without contact with others: used as punishment, to isolate after failures or when unexpected effects appear.

Warehouses and Technical Areas Storage of substances, specialized equipment and records. Control rooms for power, ventilation and security of the entire facility.

Management Offices and Archives Where are the complete plans, reports, and orders from above? Store each child's medical history, survival prediction algorithms, and surveillance recordings. A wall covered in screens displays dormitories, classrooms, and each subject's vital signs in real time. From here, entire sectors can be sealed off in the event of a containment breach.

SAFETY AND TRAFFIC Separate corridors: one for staff, another separate one for children, without unnecessary crossings. Doors with codes, special locks or magnetic seals depending on the level. Cameras and security personnel in all corridors and entrances. Advanced weaponry, riot suits, sonic or electric shock weapons (designed specifically to neutralize subjects without killing them instantly) and maximum security temporary containment cells.

Modification and Neuroengineering Team This group is responsible for experimenting with the abilities of test subjects, whether genetic, technological, or neurological.

Stereotactic Neurosurgeons: Specialists capable of performing brain surgeries. They handle interventions on the brain and nervous system. Pediatric neurologists: They monitor neurological development, detect changes or abnormalities, and evaluate how growing bodies and brains respond to any procedure or substance. Geneticists and Molecular Biologists: They work on gene editing (gene therapy, CRISPR) to alter the DNA of subjects, seeking to improve muscle density, cell regeneration or neuronal interconnection. Neuroengineers and BCI Specialists: If the skills involve technology, they design the synthetic components that merge with the subjects' central nervous system.

Monitoring Equipment Experiments with test subjects carry an extremely high risk of organ rejection, mutations, or multiple organ failure. This team keeps them alive. Immunologists and Oncologists: Genetic manipulation often causes the immune system to attack the body's own tissues. These scientists administer experimental immunosuppressants and monitor accelerated cell growth. Neurobiologists and Endocrinologists: Responsible for regulating the hormonal system. The experiments will subject the subjects to brutal levels of stress; these specialists monitor cortisol, adrenaline, and growth hormones to optimize physical and mental performance. Pediatricians/Orthopedic Surgeons: The subjects are still developing children. Physicians who understand children's physiology, which is very different from that of an adult, are needed to treat overuse injuries or crises caused by the experiments. They provide basic healthcare, monitor vital signs, and treat injuries or illnesses resulting from the experiments.

Conditioning and Analysis Team Developing superhuman abilities in unstable children's minds is a recipe for disaster. This team ensures that the subjects follow orders and learn simple commands. Child Psychiatrists/Neuropsychologists: They assess the trauma of isolation and the experiment. They seek to channel the trauma, dissociation, and lack of empathy so that the children can accept military training or the use of their powers without completely breaking their sanity. Behavioral Science Specialists (Behaviorists): They design the punishment and reward systems.

Support and Data Team Bioinformaticians and Data Analysts: The project generates terabytes of data from the reports and records that are registered. They organize, catalog, and sort the information they receive. Biochemists and pharmacologists: They design substances, serums or compounds; they analyze how they are absorbed, transformed and affect the body, and which ones cause side effects.