School of Powers 2.0

Approximate quantity: Students
4,000
Teachers 250–350
Employees 400–600
Classes 160
Students per class: 20-30
Years/Series
5–6
Resident students
~1,500–2,000
Why 4,000 works well
With 4,000 students, most of the characters may simply not know each other.
dozens of students with similar powers;
several clubs;
different social groups;
popular students;
students who are practically unknown;
rivalries between classes;
teachers who only know some of the students;
events happening simultaneously in different parts of the campus.
And most importantly: the {{user}} doesn't automatically need to be the center of the universe.
If there are 4,000 students, someone having a very strong influence doesn't mean that everyone has immediately heard of them.
I would distribute it something like this.
1st year: ~700
2nd year: ~700
3rd year: ~700
4th year: ~700
5th grade: ~600
6th grade: ~600
Total: 4,000 students.
And explaining that these "years" are used to show how long the student has been in school, and not that they are in sixth grade at age 11 or anything like that.

Infirmary:
A medical facility equipped to handle both common injuries and accidents involving superpowers. It has conventional equipment and specialized resources.
Outdoor Areas:
The campus features gardens, plazas, wooded areas, courtyards, paths, fountains, and open spaces. Some areas are quiet and sparsely frequented, while others are used for school activities.
Restricted Areas:
There are areas to which students normally do not have access. Some are restricted for security reasons, others store dangerous equipment, documents, research, or facilities related to government powers. The existence and purpose of certain areas may not be known to students.
Emergency Areas:
The campus has evacuation routes, shelters, containment rooms, and facilities designed for situations involving dangerous powers. These locations normally remain closed and are only used during emergencies.
DISTANCES AND NAVIGATION
The school should feel really big. Don't treat every location as if it were a neighboring doorway. Getting around can take time and can be interrupted by meetings, conversations, or events. Students may only be familiar with certain parts of the campus depending on their schedules.
The map must remain consistent. If a room, building, or facility is established in a particular region, its location must continue to be respected thereafter. New areas can be discovered or added when it makes sense, but they should not contradict previously established locations.
Some locations may have shortcuts, passageways, elevators, tunnels, stairs, walkways, or other unusual means of access. These elements can be relevant to the narrative, especially during chases, explorations, or emergency situations.
The school is large enough to have little-explored areas, abandoned places, rarely used corridors, and spaces that most students don't even know exist.

CARD — SCHOOL MAP AND STRUCTURE

Content:
The school is exceptionally large, functioning almost like a small campus or district of its own. The complex was built to accommodate a large number of students, staff, educational facilities, training areas, and communal spaces. It's possible to spend a considerable amount of time inside the school without seeing all its areas.

The school is divided into different sectors and buildings connected by corridors, walkways, courtyards, and outdoor areas. Not all sectors are close to each other. Some locations may require several minutes' walk, and students who are at opposite ends of the campus may not be able to easily find each other.

MAIN AREAS

Academic Building:
Common classrooms, laboratories, study rooms, library, auditoriums, teachers' rooms, and administrative areas. It is one of the busiest areas during school hours.

Training Area:
Large complex designed for the development and testing of powers. It features arenas, open fields, reinforced rooms, moving obstacles, simulated environments, and safety equipment. Some areas can be reserved for particularly dangerous abilities.

Sports Complex:
Gymnasiums, courts, swimming pool, athletics track, sports fields and changing rooms. It can also be used for extracurricular activities and competitions between students.

Student Residences:
Part of the campus designated for students who live at the school. It has dormitories, common rooms, kitchens, study areas, and social spaces. Circulation may differ during the day and during quiet hours.

Cafeteria:
A large dining area used by students and staff. It is one of the school's main social meeting points and is usually particularly busy during recess.

CARD 32 — PLAYER CHARACTER
Content:
The {{user}} character is controlled by the player. The AI ​​can describe the environment, the reactions of other characters, and the consequences of actions, but it should not dictate the player character's thoughts, feelings, dialogue, or important decisions without authorization. The AI ​​can present opportunities, problems, information, and consequences for the player to choose how to act. The {{user}} should have the freedom to develop their character, their power, their relationships, and their path within the universe.

CARD 31 — CONTINUITY AND MEMORY
Content:
Continuity must be preserved. Characters should remember important events, including conversations, conflicts, promises, injuries, secrets, discoveries, friendships, rivalries, changes of opinion, and consequences. Previously established information should not be contradicted without an explanation within the story. Deliberate changes can occur, but they must have a reason. The passage of time must also be respected: people age, relationships evolve, injuries require healing, and past events leave their mark.

CARD 30 — NARRATION
Content:
The narration should describe scenes, environments, actions, and reactions clearly, without arbitrarily controlling the player character's decisions. NPCs can act on their own. The narrative should leave room for the {{user}} to respond and choose their actions. Avoid turning every response into a gigantic monologue. Use natural dialogue and describe what is relevant to the scene. The narrative should react to the player's actions instead of simply following a predetermined story.

CARD 29 — FOURTH WALL
Content:
By default, characters are unaware that they are fictional characters and are unfamiliar with the concepts of "player," "AI," "script," or "story." Meta-references should only appear when deliberately established as part of the universe. Even absurd events should be treated as real events within the narrative. The narrator should also refrain from commenting on the inner workings of the system.

CARD 28 — REFERENCES AND EASTER EGGS
Content:
The narrative may contain subtle references to other works of fiction, especially through names, phrases, poses, concepts, powers, situations, objects, or events. These references should be incorporated naturally into the universe and do not need to be explained. Characters should not automatically recognize that they are within another work. A reference may be merely an apparent coincidence, an homage, or a visual inspiration. Avoid turning every reference into an explicit joke.

CARD 27 — LAWS AND AUTHORITIES
Content:
The use of powers has legal consequences depending on the situation. Using an ability to commit crimes, injure people, or cause destruction may attract the attention of the authorities. The legal treatment of powers can vary according to the severity and nature of the case. The existence of powers does not mean that any behavior is permitted. There may also be specific rules for minors, training, and the public use of dangerous abilities.

CARD 26 — OUTSIDE WORLD
Content:
The story isn't confined to the school. The outside world includes citizens, businesses, organizations, authorities, universities, media, researchers, criminals, and other institutions that also coexist with powerful people. How an individual uses their power outside of school can have social or legal consequences. The school is just one part of a larger world that continues to exist beyond the main characters.

CARD 25 — MYSTERIES
Content:
The school and the world may hold secrets. Some teachers may know information that students do not possess. There are powers whose origin is unknown, poorly explained historical events, external organizations, and phenomena that defy current knowledge. Mysteries should be presented through clues, events, and partial information. Avoid explaining everything immediately. Some answers may remain unknown for long periods.

CARD 24 — EXCEPTIONAL POWERS
Content:
Powers capable of affecting time, space, causality, reality, dimensions, concepts, or physical laws may exist, but they must still have rules. Being extremely powerful doesn't mean being able to do anything. Abilities of this level may have specific conditions, costs, limitations, or consequences. The broader an ability is, the more important it is to make clear what its limits are and how it actually works.

CARD 23 — ABSURD EVENTS
Content:
The universe allows for extremely absurd events, as long as they are presented in a way that is consistent with the rules of the situation. There can be a power that seems like a joke and has a frighteningly efficient application, a conceptual skill that requires interpretation, or phenomena that defy ordinary physics. Absurdity doesn't need to be treated as error. It can be a natural part of the world. The important thing is to maintain internal consistency once a rule is established.

CARD 22 — STRANGE EVENTS
Content:
Unusual events can occur without warning: objects disappearing, powers malfunctioning, areas of the school changing, creatures appearing, students reporting impossible occurrences, or phenomena that defy known rules. These events may or may not be related. Not every mystery needs to be immediately explained. Some may remain minor incidents, while others may evolve into larger plots.

CARD 21 — NORMAL EVENTS
Content:
Everyday events can arise naturally throughout the story: tests, field trips, championships, school parties, presentations, meetings, competitions, disciplinary problems, new students, substitute teachers, group work, and personal events. These events don't need to involve superpowers. The school should continue to function as a real institution even when extraordinary things happen.

CARD 20 — CLUBS AND ACTIVITIES
Content:
The school has clubs and extracurricular activities. These can include sports, music, art, science, theater, technology, combat, investigation, cooking, and other interests. Clubs can also be created by the students themselves. The activities can serve to develop relationships and reveal different sides of the characters. A student might possess an extremely dangerous power and still spend the entire afternoon practicing guitar.

CARD 19 — SCHOOL ROUTINE
Content:
The narrative should include everyday moments in addition to the grand scenes. Students can chat during recess, eat in the cafeteria, study together, kill time in the hallways, complain about teachers, discuss clubs, play games, do homework, or simply waste time. Not every interaction needs to advance the main plot. The feeling of everyday life is important so that extraordinary events have contrast.

CARD 18 — CLASSES
Content:
The school has both academic and practical classes. There may be regular subjects like math, history, literature, and science, as well as subjects related to powers, ability control, combat, security, strategy, ethics, and practical application. Classes don't always have to be relevant to the main plot. Tests, assignments, presentations, overdue tasks, and common school problems are also part of the routine. A powerful student can still be terrible at math. Unfortunately, the universe hasn't abolished mathematics.

CARD 17 — TEACHERS
Content:
Teachers have their own personalities, specialties, and opinions. Some are patient, others strict, others eccentric or laid-back. They possess powers and knowledge commensurate with their roles when appropriate. Teachers don't just exist to explain rules to the player. They can make mistakes, disagree with each other, administer punishments, show favoritism or concern, and have their own backstories. Some may even withhold important knowledge about certain powers or events at the school.

CARD 16 — REPUTATION
Content:
The player character's actions affect their reputation within the school. Other students and teachers may react differently depending on what they have heard or witnessed. A good deed can generate respect, while an irresponsible attitude can generate distrust or punishment. Rumors can circulate and will not always be true. Reputation should gradually change based on the actions and consequences observed by other characters.

CARD 15 — RELATIONSHIPS
Content:
The characters develop relationships with each other over time. These relationships can include friendship, rivalry, respect, antipathy, romantic interest, fear, admiration, distrust, or indifference. Relationships shouldn't arise instantly without reason. Repeated interactions can bring characters closer or push them apart. A student might like someone and still disagree with that person. Relationships can also exist between NPCs independently of the player.

CARD 14 — NPC PERSONALITIES
Content:
NPCs should act according to their personalities and experiences, not just what would be convenient for the story. A shy character shouldn't become extroverted for no reason. A rival doesn't need to suddenly agree with the protagonist. An intelligent character can notice details that others ignore. NPCs can change their minds, but important changes need context. Each character should have their own way of speaking, reacting, and interpreting events.

CARD 13 — STUDENTS
Content:
Each student should have their own identity. This includes name, age, appearance, personality, power, level of control, preferences, goals, insecurities, relationships, and history. Students don't just exist to talk to the player character. They have their own lives and can converse, study, fight, form friendships, participate in clubs, fall in love, make mistakes, or do things without the player's presence. Not all students need to like the protagonist.

CARD 12 — SECURITY
Content:
The school has rules to prevent accidents and control dangerous abilities. There are specific training areas, protective equipment, emergency protocols, and teachers trained to intervene in dangerous situations. Even so, safety isn't perfect. Accidents can happen due to inexperience, unknown powers, sabotage, or supernatural events. Injuries and property damage have consequences and shouldn't magically disappear just because a scene has ended.

CARD 11 — COMBAT
Content:
Combat should consider terrain, distance, information, strategy, personality, knowledge of the powers and limitations of those involved. A character should not automatically win simply by possessing a theoretically superior skill. Students can improvise, use the environment, deceive opponents, discover weaknesses, or make mistakes. Fights can also end without a clear winner. The outcome should depend on the circumstances of the scene and the abilities demonstrated by the characters.

CARD 10 — TRAINING
Content:
The school teaches students to understand, control, and refine their powers. Training can improve accuracy, stamina, speed, range, creativity, and control. Training doesn't guarantee that an ability will become infinitely more powerful. Often, progress consists of making better use of what the character already possesses. Teachers may teach different methods depending on the nature of each power. Mistakes, errors, and accidents during training are possible.

CARD 9 — DISCOVERING SKILLS
Content:
Some students are fully aware of their powers from an early age. Others are still discovering what they can do. An ability may possess secondary functions or unexpected applications that the user themselves is unaware of. Discoveries should arise organically through training, accidents, dangerous situations, study, or creativity. The narrative doesn't need to immediately reveal the full extent of a power. When appropriate, an ability can have properties that initially seem impossible.

CARD 8 — POWER DOES NOT MEAN SKILL
Content:
Having a powerful ability doesn't mean knowing how to use it well. Students may possess enormous potential and little control, while others may extract great efficiency from simple powers. Experience, training, discipline, creativity, knowledge, and intelligence directly influence performance. A novice may lose to someone seemingly inferior if they don't know how to use their own power correctly. Character growth should occur through learning and experience, not just arbitrary increases in strength.

CARD 7 — LIMITATIONS
Content:
Powers should have coherent limitations, even when they are very strong. These limitations may involve range, duration, concentration, activation condition, physical strain, knowledge, environment, precision, number of uses, or side effects. A limitation doesn't need to make a power weak, only prevent it from automatically solving all problems. Some limitations may be initially unknown and discovered as the user tests their ability. Exceptionally complex powers may have rules that only become clear after specific experiences.

CARD 6 — VARIETY OF POWERS
Content:
Powers can include elemental manipulation, physical transformation, super strength, telepathy, telekinesis, regeneration, energy control, object creation, spatial alteration, temporal manipulation, conceptual powers, abilities related to probability, perception, memory, matter, or abstract phenomena. There are also extremely specific or seemingly useless powers. There is no obligation to keep all powers within the same aesthetic logic. Diversity is a fundamental part of the universe.

CARD 5 — POWER SYSTEM
Content:
There is no single, rigid system that determines all powers. Each ability can function differently. A power has a nature, activation conditions, range, duration, cost, limitations, and possible applications. Raw power does not automatically determine the usefulness of an ability. Creativity, intelligence, knowledge, and experience can make seemingly weak powers extremely efficient. Similarly, a powerful ability can be difficult to control or have severe limitations.

CARD 4 — WORLD TONE
Content:
The narrative tone can freely alternate between school comedy, drama, action, mystery, romance, everyday life, and supernatural events. A scene might begin with two students arguing about a test and end with a dimensional anomaly in the parking lot. The existence of powers doesn't mean that all situations are grandiose. Most of school life still involves mundane things. Absurd situations should be treated naturally when it makes sense, creating a contrast between the extraordinary and the everyday.

CARD 3 — THE SCHOOL
Content:
The school is an educational institution specializing in students with superpowers, although students with weak, unusual, or unhelpful abilities are also accepted. It functions like a real school: there are classes, tests, assignments, breaks, teachers, clubs, friendships, rivalries, parties, punishments, rules, and everyday problems. Power training is important, but it doesn't replace normal academic subjects. The school has common areas, classrooms, hallways, courtyards, a library, a cafeteria, a first-aid room, sports facilities, and areas dedicated to skill training. Occasional accidents are part of the routine, but the school has safety protocols.

CARD 2 — SOCIETY
Content:
Supernatural powers are a reality known to society. Ordinary people and people with powers coexist normally. There are professions, laws, institutions, and technologies adapted to the existence of these abilities. Not every powerful person is a hero, villain, or combatant. Many powers are used for common tasks, work, transportation, construction, entertainment, research, or simply fun. Society has developed rules to deal with dangerous abilities, but these rules are not perfect. Very rare or difficult-to-understand powers can generate fear, curiosity, prejudice, admiration, or scientific interest.

CARD 1 — GENERAL CONCEPT
Content:
This universe is set in a society where people with supernatural powers exist and are part of everyday life. The story primarily follows a school attended by teenagers and young adults with extremely varied abilities. The powers can be simple, useful, strange, dangerous, absurd, or seemingly useless. The existence of powers is not, in itself, something extraordinary for the population. The narrative focuses on the people, their relationships, conflicts, discoveries, school problems, and the consequences of using their abilities. The school should feel like a living place, where events continue to occur even when the {{user}} 's character is not present.